ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Acceptance of Evolutionary Theory in Texas 2-Year Colleges
Author: Brown, Jack
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Evolution,Biology,College Science,Science Instruction,Knowledge Level,Two Year College Students,Student Surveys,Likert Scales,Theories,Prior Learning,Student Characteristics,Student Attitudes

Evolutionary theory is the central unifying theory of the life sciences. However, acceptance and understanding of the theory have been found to be lacking in the general public, high school, and university populations. Prior research has linked low acceptance of the theory to a poor knowledge base in evolution, to the nature of science, and to conflicts with certain religious beliefs. The purpose of the present study was to measure the acceptance rate of the theory of evolution among students enrolled in science major biology courses in Texas community colleges. This research sought to begin to fill a gap in the knowledge base concerning acceptance of the theory of evolution among community colleges. To achieve the goal, the researcher gave students at five Northeast Texas community a combined survey consisting of: 20 Likert scale questions measuring acceptance of evolutionary theory, 10 multiple choice questions measuring basic knowledge of the theory, and a series of demographic questions assessing students' prior experience in high school with evolutionary theory and creationism. This article will focus on the findings from the MATE and KEE and their implications for science education at the K-12 and postsecondary levels. Data collected were statistically analyzed using SPSS version 22 to discover the relationships between the various independent variables and the dependent variable of the acceptance level of the theory of evolution.
Linking Parameter Estimates Derived from an Item Response Model through Separate Calibrations. Research Report. ETS RR-09-40
Author: Haberman, Shelby J.
Date: 2009-12-00
Type: Journal Articles
Subjects: Regression (Statistics),Item Response Theory,Models,Equated Scores

A regression procedure is developed to link simultaneously a very large number of item response theory (IRT) parameter estimates obtained from a large number of test forms, where each form has been separately calibrated and where forms can be linked on a pairwise basis by means of common items. An application is made to forms in which a two-parameter logistic model is applied to dichotomous items and a general partial credit model is applied to polytomous items.
Evaluation of Methods to Compute Complex Sample Standard Errors in Latent Regression Models. Research Report. ETS RR-09-49
Author: Oranje, Andreas
Date: 2009-12-00
Type: Journal Articles
Subjects: Error of Measurement,Computation,Regression (Statistics),National Competency Tests,Models,Test Length,Methods,Sampling,Accuracy

Several complex sample standard error estimators based on linearization and resampling for the latent regression model of the National Assessment of Educational Progress (NAEP) are studied with respect to design choices such as number of items, number of regressors, and the efficiency of the sample. This paper provides an evaluation of the extent these estimators are appropriate for the models and test lengths often encountered in NAEP and what the effect is on the NAEP imputation model. It is shown that in general the resampling method used in this study provides the most accurate standard errors. However, the differences with the linearization method chosen in this study are relatively small if only small models are used with respect to the independent variables of the latent regression. Illustration is provided through several small simulation studies and NAEP data analysis.
Pseudo Bayes Estimates for Test Score Distributions and Chained Equipercentile Equating. Research Report. ETS RR-09-47
Author: Moses, Tim
Date: 2009-12-00
Type: Journal Articles
Subjects: Bayesian Statistics,Computation,Equated Scores,Probability,Psychometrics,Models,Accuracy

Pseudo Bayes probability estimates are weighted averages of raw and modeled probabilities; these estimates have been studied primarily in nonpsychometric contexts. The purpose of this study was to evaluate pseudo Bayes probability estimates as applied to the estimation of psychometric test score distributions and chained equipercentile equating functions. Population test score distributions were created from actual test data and random samples of varied size were drawn from the populations. Pseudo Bayes estimation was applied to the random samples, using ranges of loglinear models and weights in the pseudo Bayes estimates' weighted averages of the raw and modeled test score probabilities. Equipercentile equating functions based on the pseudo Bayes estimates were also evaluated. Results indicated that the pseudo Bayes estimates have the potential to improve estimation accuracy for test score distributions and chained equipercentile equating functions in situations where loglinear modeling is not ideal and where finding the population loglinear model selection is not likely.
A Study on Anxiety in Chinese EFL University Students
Author: Jing, Huang
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,Asians,Interviews,Summer Programs,Western Civilization,Language Proficiency,Second Language Instruction,Undergraduate Students,Student Attitudes,Immersion Programs,Native Speakers,Language Teachers,Volunteers,Student Surveys,Observation,Foreign Countries,Likert Scales,Communication (Thought Transfer),Measures (Individuals)

Anxiety experienced in the course of learning a foreign language is specific and unique (Horwitz et al., 1986; MacIntyre &amp; Gardner, 1989). This paper reports a study on anxiety in Chinese undergraduate non-English majors at three different proficiency levels in a three-week immersion summer camp. By way of survey, interviews, reflective journals and observations, this research seeks to investigate the relationship between anxiety and native-speaking teacher's teaching and extracurricular activities in an immersion summer camp. Specifically, it tries to explore that (1) whether a considerable number of students at each level felt anxious when speaking to native-speaking teachers and volunteers in and out of classroom in the summer camp setting, (2) whether the more proficient students tend to be less anxious in the summer camp setting, (3) whether the students felt less anxious when they learn English and western cultures not for any examination. Based on the findings, some suggestions for future teaching and research are proposed.
The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension
Author: Ahmad, Samah Zakareya
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Statistical Analysis,Listening Comprehension,Blended Learning,Teaching Methods,Majors (Students),Teacher Role,Student Role,College Students,Quasiexperimental Design

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after it. Using the flipped classroom model went through three successive stages: planning (where content was prepared and participants were oriented to the flipped classroom process), implementation (that included the pre, during, and after class parts of the flipped classroom model), and evaluation (where group projects were presented and evaluated). Paired-samples t-test revealed a statistically significant improvement in participants' listening comprehension (t = 11.341, p&lt;0.05) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that the flipped classroom had a significant effect on the listening comprehension of Egyptian EFL students. Some recommendations and suggestions for further research were introduced.
A Scale Drift Study. Research Report. ETS RR-09-43
Author: Liu, Jinghua
Date: 2009-12-00
Type: Journal Articles
Subjects: College Entrance Examinations,Scaling,Verbal Tests,Mathematics Tests,Comparative Analysis,Equated Scores

This study examines the stability of the SAT® scale from 1994 to 2001. A 1994 form and a 2001 form were readministered in a 2005 SAT administration, and the 1994 form was equated to the 2001 form. The new conversion was compared to the old conversion. Both the verbal and math sections exhibit a similar degree of scale drift, but in opposite directions: the verbal scale has drifted upward, whereas the math scale has drifted downward. We suggest testing programs monitor the score scales periodically by building a testing form schedule that allows a systematic and periodic checking of scale stability.
A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language
Author: Kotani, Katsunori
Date: 2016-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Accuracy,Language Fluency,Linguistic Competence,Case Studies,Teaching Methods,Computer Assisted Instruction,English (Second Language),Second Language Learning,Pronunciation,Grammar,Vocabulary Development,Second Language Instruction,Language Usage,Listening Skills,Writing Skills,Likert Scales,Language Tests,Foreign Countries,College Students,Statistical Analysis,Construct Validity

In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners' linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.
Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs
Author: Li, Lung-Yu
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Literacy,Online Courses,Graduate Students,Student Attitudes,Student Surveys,Correlation,Gender Differences,Age Differences,Foreign Countries,Schools of Education,Distance Education,Statistical Analysis,Validity,Reliability,Factor Analysis,Likert Scales

The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.
The Best Linear Predictor for True Score from a Direct Estimate and Several Derived Estimates. Research Report. ETS RR-04-35
Author: Haberman, Shelby J.
Date: 2004-08-00
Type: Journal Articles
Subjects: True Scores,Computation,Predictor Variables,Correlation,Essay Tests,Statistical Analysis,Business Administration Education,Business Schools,College Entrance Examinations,Graduate Study,Language Tests,Second Language Learning,English (Second Language)

Statistical prediction problems often involve both a direct estimate of a true score and covariates of this true score. Given the criterion of mean squared error, this study determines the best linear predictor of the true score given the direct estimate and the covariates. Results yield an extension of Kelley's formula for estimation of the true score to cases in which covariates are present. The best linear predictor is a weighted average of the direct estimate and of the linear regression of the direct estimate onto the covariates. The weights depends on the reliability of the direct estimate and on the multiple correlation of the true score with the covariates. One application of the best linear predictor is to approximate the human true score from the observed holistic score of an essay and from essay features derived from a computer analysis.
A Comparison of Two Procedures for Constrained Adaptive Test Construction. Research Report. ETS RR-04-39
Author: Robin, Frédéric
Date: 2005-02-00
Type: Journal Articles
Subjects: Test Construction,Computer Assisted Testing,Simulation,Evaluation Methods,Evaluation Research,Measurement Techniques,Item Response Theory,Test Content,Test Items

The relatively new shadow test approach (STA) to computerized adaptive testing (CAT) proposed by Wim van der Linden is a potentially attractive alternative to the weighted deviation algorithm (WDA) implemented at ETS. However, it has not been evaluated under testing conditions representative of current ETS testing programs. Of interest was whether STA would, under typical high-stakes on-demand testing situations, produce tests of comparable or better psychometric quality as those produced by the current weighted deviation algorithm. Based on simulated data, we found that the STA performed as well or slightly better than the WDA on two of the three commonly accepted testing objectives: measurement and content. The WDA appeared to perform slightly better than the STA when the issue is security or item exposure control. The paper provides a review of the rationale that led to the specific testing objectives employed, an outline of the test construction steps common to the two procedures investigated, and a description of the specific models and algorithms employed by both procedures. Detailed description of the simulation study conducted and the results obtained from both of the procedures for one of the pools are also provided. Results are summarized and further research needs in particular areas discussed.
Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan
Author: Green, Kieran
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Dental Schools,Comparative Analysis,Information Technology,Language Attitudes,Work Environment,Teaching Methods,Communicative Competence (Languages),Foreign Countries,Questionnaires,Student Attitudes,College Students,Likert Scales,Statistical Analysis,Factor Analysis

Here is documented investigation to assess the motivational drivers of a group of Japanese, first-year, dental-university students taking part in compulsory EFL classes and to compare those motivational drivers with an investigation into the motivational drivers of a group of Japanese IT students. There was a clear difference between extrinsic and intrinsic motivational drivers between the two groups. It was discovered that dental students valued English much less for work related reasons (intrinsic) and more for personal reasons (extrinsic), and that overall they had a more favourable attitude to their EFL studies. It was demonstrated that for this group of dental students the importance of English for dentists at work and in research needs to be emphasized in lessons and that students have a favourable attitude to using English and would be happy to have more communication-based exercises in class. This work is the first documented evidence of students of different subjects having different motivations. It is important to the wider teaching community as there are few comparisons of motivation in the literature, and the investigation presented here clearly demonstrates that what motivates one group of students does not necessarily motivate another group, and quite probably, the fingerprint of motivational drivers is quite different for students of different subjects.
Measurement Equivalence of Teachers' Sense of Efficacy Scale Using Latent Growth Methods
Author: Basokçu, T. Oguz
Date: 2016-08-10
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Self Concept Measures,Growth Models,Preservice Teachers,Measurement,Time,Teaching Experience,Student Teaching,Internship Programs,Change

This study is based on the application of latent growth modeling, which is one of structural equation models on real data. Teachers' Sense of Efficacy Scale (TSES), which was previously adapted into Turkish was administered to 200 preservice teachers at different time intervals for three times and study data was collected. Measurement equivalence of TSES was analyzed over this data using secondorder latent growth models. For this aim, whether the scale achieved measurement equivalence at metric and scalar level was tested. The findings support that Teachers' Efficacy Scale has measurement equivalence in time. Time intervals between the applications of the scale were associated with school experience (internship programs) of preservice teachers. The applications were carried out before, during and after internship. It was found that preservice teachers' sense of efficacy increased in time and that as school experience increased belief towards professional sense of efficacy developed.
Qatar's Educational System in the Technology-Driven Era: Long Story Short
Author: Karkouti, Ibrahim Mohamad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Technology Uses in Education,Educational Technology,Technology Integration,Higher Education,Gender Bias,Religious Factors,Cultural Influences,Teacher Competencies,College Faculty

This paper provides an overview of Qatar's educational system. Specifically, it focuses on the national educational reform that has been unfolding since 2003, tracks its progress, and describes the extent to which educational technology is utilized within Qatari institutions of the higher education. The paper ends with recommendations for practice and future research.
The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?
Author: Duguet, Amélie
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictor Variables,Educational Research,Foreign Countries,Academic Achievement,Higher Education,Student Characteristics,Context Effect,Teaching Methods,Public Policy,Career Planning,College Students,Academic Failure,Literature Reviews

In France, the university has been experiencing a major crisis for several decades in the form of a high rate of student failure, particularly during the &quot;licence,&quot; or first cycle of studies. This prolonged crisis has led educational researchers to focus on the predictors of student failure in University. This paper reviews the existing literature on both student failure and success in University in the French context. We first conduct a thorough analysis of the various factors explaining failure rates, and then explore in more depth the factors explaining student success, which have thus far been under-researched in France. We identify several types of predicators, including individual-level factors, which have been the focus of extensive research in France over the past number of years, and contextual factors, such as professors' teaching practices, which constitute a relatively novel focus in French educational research.
Investigating the Primary School Teachers' Perspectives on the Use of Education Platforms in Teaching
Author: Uredi, Lütfi
Date: 2016-08-10
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Computer Uses in Education,Semi Structured Interviews,Qualitative Research

Technology plays an important role in educational activities in Turkey. This is largely because of the Faith Project, which was recently introduced into the country. The Fatih Project is a project of Turkish government which seeks to integrate computer technology into the country's public education system. Education Informatics Network is one of the sub projects of the Faith Project which makes many free websites available for teachers' use. Furthermore, Ministry of Turkish National Education has included primary schools in the project and as a result, the usage of education platforms at primary schools is available now. Considering all the mentioned points, the purpose of this study was to find out classroom teachers' opinions in employing the education platforms in teaching. The participants of this study consist of teachers working in the city of Mersin, Turkey. The data were gathered from 116 primary school teachers working in the first, second, third and fourth grades, by using a semi-structured interview with 7 open-ended questions. The data were analyzed based on a descriptive research design. Besides, a qualitative approach was employed based on the answers given in the interview. The data and their frequencies are presented in tables. As a result of the data obtained from the study, it has been concluded that class teachers think education platforms are useful, the usage frequency of education platforms varies relative to different factors; and education platforms are used in an attempt to provide effective and permanent learning. Moreover, it was also stated in the study that teachers are not competent in using these education platform and they lack the required background knowledge. Consequently, several suggestions have been made to eliminate the mentioned inadequacies.
Comparing Higher Education Practices and Cultural Competences in Kenya and the United States
Author: Musamali, Kennedy
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Education,Leadership Effectiveness,Correlation,Educational Practices,Cultural Awareness,Statistical Analysis,Higher Education,Foreign Countries,Leadership Styles,Measures (Individuals),Questionnaires,Administrator Attitudes,Administrator Characteristics,Multivariate Analysis

Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct cultures, Kenya and the United States. Kouzes and Posner's (2002) conceptual framework was used to examine effective leadership practices while the cultural intelligence conceptual framework developed by Earley and Ang (2003) was utilized to assess the influence of culture on effective leadership. A significant correlation was found between effective leadership practices and cultural intelligence. The results have implication for leadership practices in higher education settings across cultures.