ethanporcaro/eric-fulltext-meta huggingface dataset:
Diversifying the Teacher Workforce: Evidence from Surveys, Phone Interviews, and Site Visits with Educator Preparation Programs. Research Report. ETS RR-19-38
Author: Goe, Laura
Date: 2019-12-00
Type: Journal Articles
Subjects: Diversity (Faculty),Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Barriers,Disproportionate Representation,Educational Strategies,Educational Change,Student Recruitment,Minority Group Students,Program Implementation,Resource Allocation,Program Evaluation

As America's prekindergarten through 12th grade population becomes increasingly diverse, educator preparation programs (EPPs) are tasked with attracting, admitting, supporting, and graduating more teacher candidates from underrepresented groups. The research reported here was designed to improve our understanding of strategies that some EPPs have used in their efforts to diversify their student body and produce qualified graduates from diverse backgrounds who are prepared to deliver high-quality instruction to their students. EPPs that shared information for this research provided details about the barriers they had identified to increasing diversity in their programs. They also described efforts they made to address barriers and whether they perceived those efforts as helpful in diversifying their programs. Through multiple methods of data collection and analysis, we have compiled and synthesized descriptions of EPPs' strategies that we hypothesize may contribute to success in attracting, admitting, supporting, and graduating more teacher candidates from underrepresented groups. Ultimately, we note the highly contextualized experience of each EPP and suggest that EPPs consider whether strategies and solutions implemented at EPPs that feel they are achieving success would benefit their programs as well, perhaps concentrating on one or more phases of the teacher candidate's experience with the EPP. A model for how to implement programmatic change is proposed.
Does Rearranging Multiple-Choice Item Response Options Affect Item and Test Performance? Research Report. ETS RR-19-02
Author: Wang, Lin
Date: 2019-12-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Items,Test Format,Scores,Test Construction,Differences,Item Response Theory

Rearranging response options in different versions of a test of multiple-choice items can be an effective strategy against cheating on the test. This study investigated if rearranging response options would affect item performance and test score comparability. A study test was assembled as the base version from which 3 variant versions were created by rearranging the response options of the items. The 4 versions were administered to randomly equivalent samples of approximately 1,200 test takers in an operational administration. The weighted root mean squared difference and the test characteristic curves were computed from the data to assess the differences between the base and its variant versions. The item-level and test-level results show very small differences between the base and the 3 variant versions.
Education and Financial Inclusion. An Empirical Study in Students of Higher Education
Author: Larracilla-Salazar, Némesis
Date: 2019-00-00
Type: Journal Articles
Subjects: Income,Money Management,Investment,Knowledge Level,Expenditures,Credit (Finance),College Students,Foreign Countries,Debt (Financial)

Financial products and services are increasingly present in our daily lives, so it is very important to know the advantages that can be obtained by using them. In this way, the present study seeks to determine the existence of an underlying structure that explains the knowledge towards the topics of Income, Money Management, Savings and Investment, Expenditure and Credit in students of higher education. For this, the Financial Education Test was applied to 126 participants. The results obtained through the exploratory factor analysis provide evidence of the existence of a structure that allows us to understand the phenomenon of financial education in the perception, knowledge, use and application of financial topics in Mexican students. Two factors represent 68.18 % of the phenomenon under study, the first on knowledge, use and application towards savings and investment (37.42 % of the total variance explained) and the second on knowledge, use and application about money management (30.75 % of the total variance explained).
How Teacher Educators Develop Trust in Educational Systems
Author: AlHouli, Ali I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Attitudes,Trust (Psychology),Educational Practices,Comparative Education,Educational Cooperation,International Cooperation,Educational Quality,Quality Assurance

The purpose of this study is to identify teacher educators' trust levels in four cross-national educational systems, namely the United States (US), the United Kingdom (UK), the Arab world (AW), and the Gulf Countries (GC). In addition to identifying the trust levels, the factors involved in trust building in these systems were also investigated. A two-phase explanatory sequential mixed methods design was developed in which a survey and focus group interviews were utilized to collect the quantitative and qualitative data. The quantitative data analysis showed that the highest level of trust for most study participants was directed toward the American educational system. The analysis and interpretation of qualitative phase participants inputs yielded 26 factors that affected trust in educational systems. The overall conclusion of this study indicates that teacher educators develop trust in educational systems by being influenced by a number of integrated cognitive and emotional factors.
The Development of the Public Education System in Northeastern Ukraine in the Period Spanning the 18th and the First Half of the 19th Centuries
Author: Degtyarev, Sergey I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Public Education,World History,Politics of Education,Elementary Secondary Education,Higher Education,Government Role,Educational Methods,Educational Change,Boarding Schools,Rural Schools,Special Schools

This paper represents a brief survey of the public education system in northeastern Ukraine in the period spanning the 18th and the first half of the 19th centuries. During that period, these lands were part of the Russian Empire. The authors explore some of the key national and regional characteristics of the development of the education system in the region. The paper identifies three major periods in the development of the public education system in northeastern Ukraine in said timeframe. The first period runs to the mid-18th century, when the Hetmanate and Sloboda Ukraine had partial autonomy within the Russian state. During that time, the area had in operation a network of primary, secondary, and higher educational institutions attended by members of all social categories. Their operation was regulated by the government, while the content of education they provided was based on the European pedagogical tradition. The second period is associated with a set of administrative transformations implemented in the Russian Empire in the second half of the 18th century. It is in the context of these transformations that the process of creating a new system of education, a common framework for the entire nation, was launched. That being said, the national characteristics of education in the lands of Leftbank Ukraine gradually faded away. The third period (the first half of the 19th century) is characterized by greater government regulation of the activity of educational institutions. The government would finally install an education system uniform for all regions within the Russian Empire. Educational institutions in northeastern Ukraine would be transformed in such a way as to become part of the imperial education system, while some would cease operation altogether.
The German System of Public Education in the Period between the 15th and Early 20th Centuries. Part 3
Author: Mamadaliev, Anvar M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,European History,Public Education,Elementary Education,Educational Development,Educational Innovation,Protestants

The cycle's third article considers the Prussian elementary school evolution from the second half of the 19th century to the early 20th century. Special attention is paid to the elementary school system development as well as pedagogical issues of the school organization and management. Scientific and specialized literature on the research topic was used as materials. Methodological basis of the study consisted of the traditional historiography principles historicism, scientific objectivity and consistency. Methods used in the course of work are as follows: comparative method. It allowed comparing the main doctrines of rationalist and canonical Prussian schools. Thanks to the comparative method, it became possible to identify the reasons that allowed German teachers-innovators to seriously advance German pedagogy to the leading positions in the second half of the 19th century. In conclusion, the authors noted that the Reformation and the emerging Protestantism played an important role in the public education system development in Prussia and then in Germany. It was Protestantism that would bring the cause of schooling to a fundamentally new level and create conditions for the German pedagogy establishment. Ultimately, German teachers-innovators would create a rationalist school, which in turn would be focused on the diverse knowledge formation in a student, and this would allow to create a foundation for the entire advanced German science in the future. [For Part 2, see EJ1238495.]
Phonematic Awareness and Chosen Cognitive Functions of a Child
Author: Duchovicova, Jana
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Preschool Children,Cognitive Processes,Cognitive Ability,Vocabulary,Correlation,Language Skills,Reading Skills,Writing Skills,Speech Communication,Foreign Countries,Auditory Perception,Memory

The study presents research results in the level of phonemic awareness, particularly phonemic analysis and synthesis at children of preschool age in connection with the level of chosen cognitive functions. The study focuses more on the cognitive function of speech, namely active vocabulary and we identify whether the active vocabulary of a preschooler in Slovakia influences the level of phonemic awareness in the field of phonemic analysis and synthesis. From the results it is clear that there is a statistically significant relation between the level of phonemic awareness in the field of phonemic analysis (r = 0,510; p= [less than]0,001) and also with the phonemic synthesis (r = 0,482; p= [less than]0,001) and active vocabulary of children. The results show that the children, who achieved a higher level of active vocabulary, achieved also the higher level of perceptual analysis and synthesis. Thus, the findings showed that the children who achieved a higher level of active vocabulary, they also achieved a higher level of perceptual analysis and synthesis. Perceptual analysis and synthesis are the key factors of phonemic awareness that are according in a close relation with acquisition of reading and writing skills. That children entering schools with strong linguistic knowledge learn to read and write with an ease and less difficult than their peers who have lower level of vocabulary and language structures. Spoken expression is an important factor in development of a child not only in relation with actual developmental level but as a factor that can predict success of the child in school. The didactic level benefits from the research with the findings that systematic development of vocabulary of preschool children can play a significant role in development of phonemic skills of the children and furthermore, by phonemic awareness development it is possible to contribute towards developing reading and writing skills. Thus, the reading literacy can be supported.
Examination of the Test-Retest Reliability of a Forced-Choice Personality Measure. Research Report. ETS RR-19-37
Author: Seybert, Jacob
Date: 2019-12-00
Type: Journal Articles
Subjects: Test Reliability,Personality Measures,Measurement Techniques,Computer Assisted Testing,Likert Scales,Construct Validity

Forced-choice (FC) measures are becoming increasingly common in the assessment of personality for high-stakes testing purposes in both educational and organizational settings. Despite this, there has been relatively little research into the reliability of scores obtained from these measures, particularly when administered as a computerized adaptive test (CAT). This study examined the test-retest reliability of an FC personality CAT, comparing its reliability to the reliability of personality measures using a Likert-type rating scale. Using a relatively large sample (N = 743), participants completed multiple personality measures across two time points. The test-retest reliability estimates for the personality dimensions had a mean of .63 with a mean reliability of 0.73 when formed into Big Five personality trait composites. The FC personality reliabilities were lower than those of the Likert-type scales, though the findings are within the range of those found in meta-analytic studies.
The Development of the School Education System in Vologda Governorate (1725-1917). Part 4
Author: Cherkasov, Aleksandr A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,World History,Public Education,Educational Quality,Educational Development,School Construction,Elementary Education,Compulsory Education,Gender Bias,Rural Areas,Governance,Secondary Education,School Buildings,Teacher Characteristics,Institutional Characteristics,Teacher Salaries,Teaching Conditions,Access to Education

This paper examines the origination and development of the school education system in Vologda Governorate in the period 1725-1917. This part of the set covers the period 1900-1917. The authors drew upon a set of works covering pre-revolutionary pedagogy, as well as a pool of contemporary Russian scholarly literature. In conducting the research reported in this paper, the authors employed both general methods of research, including concretization and summarization, and traditional methods of historical analysis. Use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various neighboring events and facts. The authors conclude by noting that from 1900 to 1916 Vologda Governorate enjoyed a period of dynamic development in its public education sector, which had been facilitated by the nationwide process of preparation for the institution of compulsory education. The number of educational institutions in the region had reached as many as 2,000, with significant gains achieved in the quality of the education system as well. In addition to the focus on setting up new educational institutions, considerable attention was devoted to building new schools, ensuring better pay and working conditions for teachers, and preparing the region's teaching workforce. Despite the complex geographical conditions, namely the region's large relatively lowly populated land mass, the Ministry of Public Education had sought to institute compulsory primary education throughout Vologda Governorate by 1920. To do it justice, these plans were being systematically put into effect. As early as 1914, nearly 75 % of the region's school-age children attended school. The bulk of the region's out-of-school children were accounted for by peasant girls whose parents viewed education as being of little use to a female in the countryside. [For Part 3, see EJ1238518.]
Building a Knowledge Base on Research-Practice Partnerships: Introduction to the Special Topic Collection
Author: Penuel, William R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Partnerships in Education,Research Design,Program Design,Group Dynamics,Program Effectiveness,Evidence

Research-practice partnerships are collaborative research arrangements that seek to transform the relations among researchers, educators, and communities. There is a wide diversity in partnership forms and research methods used in them. In addition, there remain questions about the value of partnerships, given the time and resources they require to build and maintain. In this introduction to the special topic collection on research-practice partnerships, we provide an overview of how the collection adds to our knowledge of the dynamics and outcomes of such partnerships and identify areas for future study.
Boundary Crossing in a Professional Association: The Dynamics of Research Use among State Leaders and Researchers in a Research-Practice Partnership
Author: Hopkins, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Associations,Research and Development,Theory Practice Relationship,Partnerships in Education,Researchers,State Officials,Educational Change,Statewide Planning,Science Education,Elementary Secondary Education,State Departments of Education,Research Utilization,Educational Policy

As spaces for researchers and practitioners to engage in long-term, mutual collaborations aimed at addressing problems of practice in education, research-practice partnerships (RPPs) offer rich contexts for research use. Our study examines how interactions between researchers and practitioners shape opportunities for research use in a professional association engaged in RPP activities focused on fostering change in statewide K-12 science education. Drawing on a conceptualization of RPPs as joint work at boundaries, we show how both researchers and practitioners facilitated research use. Furthermore, research use was facilitated by brokers' engagement in RPP activities and with shared pieces of research. Findings affirm the role that brokers play in connecting research and practice and identify specific activities that may be useful in facilitating research use in RPPs.
Mathematics Teacher and Curriculum Quality, 2005 and 2016
Author: Hill, Heather C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Teacher Effectiveness,Mathematics Curriculum,Educational Quality,Middle School Teachers,Pedagogical Content Knowledge,Educational Legislation,Federal Legislation,Teacher Selection,Economic Climate,Equal Education

Efforts to improve teachers' knowledge and to change the nature of curriculum materials have dominated mathematics reforms since the late 1990s. In this article, we compared middle school teachers' mathematical knowledge for teaching (MKT) and curriculum use between 2005 and 2016 to assess progress toward these key goals. We found teachers' MKT increased an amount equal to the average teacher in the 2005 sample improving five percentile points. However, No Child Left Behind's attempts to encourage mathematics degrees in this population do not explain this increase, as teachers were less likely in 2016 than in 2005 to possess such a degree. Instead, our data are consistent with schools hiring more knowledgeable individuals during the Great Recession. Between surveys, the strength of the association between teacher MKT and student demographic characteristics decreased, although equity gaps still persist. Finally, our data suggest a modest movement toward standards-based curriculum materials over this period.
Prediction of Writing True Scores in Automated Scoring of Essays by Best Linear Predictors and Penalized Best Linear Predictors. Research Report. ETS RR-19-13
Author: Yao, Lili
Date: 2019-12-00
Type: Journal Articles
Subjects: Prediction,True Scores,Computer Assisted Testing,Scoring,Essays,Writing Evaluation,High Stakes Tests,English (Second Language),Language Tests,Second Language Learning,Graduate Study,College Entrance Examinations,Writing Tests,Accuracy

Many assessments of writing proficiency that aid in making high-stakes decisions consist of several essay tasks evaluated by a combination of human holistic scores and computer-generated scores for essay features such as the rate of grammatical errors per word. Under typical conditions, a summary writing score is provided by a linear combination of the holistic scores and the feature scores. The best linear predictor (BLP) is used to approximate the true composite writing score by a linear combination of holistic scores and scores of essay features. However, because the relationship between computer-generated feature score and human scores may depend on subgroup membership and the same scoring rules must normally be applied to all test takers, Yao, Haberman, and Zhang proposed a modified methodology of the penalized best linear predictor (PBLP) by incorporating a quadratic penalty function into the conventional BLP method. This research report contains full accounts of the BLP results as well as supplementary PBLP results to Yao et al. for three assessments of writing that aid in making high-stakes decisions: the &quot;TOEFL iBT&quot;® Writing test, the &quot;GRE&quot;® General Analytical Writing subject test, and the &quot;Praxis&quot;® Core Academic Skills for Educators: Writing assessment. Results obtained indicate the added value in using machine features for prediction of composite true scores of essay writings and effectiveness of the penalty function in suppressing the lack of population invariance.
Student Test Takers&apos; and Teachers&apos; Perceptions of the &quot;TOEFL Junior&quot;® Standard Test. TOEFL® Research Report. RR-88. ETS RR-19-29
Author: Galikyan, Irena
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Student Attitudes,Teacher Attitudes,Standardized Tests,Foreign Countries,Construct Validity,Adolescents,Middle School Students,Student Placement,Progress Monitoring,Difficulty Level,Test Length,Test Wiseness

The broad range of English language teaching and learning contexts present in the world today necessitates high quality assessment instruments that can provide reliable and meaningful information about learners' English proficiency levels to relevant stakeholders. The &quot;TOEFL Junior&quot;® tests were recently introduced by Educational Testing Service (ETS) to address the assessment needs of educators of young adolescent learners by providing necessary information on their English language proficiency.This study explores the perceptions of key stakeholders (202 student test takers and 9 teachers) of the TOEFL Junior Standard test in an English as a foreign language (EFL) context (an afterschool program in Armenia). The analysis of the data gathered through questionnaires provides insights into the perceptions of test users, suggesting that the test tasks were perceived to be developmentally appropriate for the student test takers and allowed them to demonstrate their English language abilities. The findings of the current study can serve as additional validity evidence for the TOEFL Junior Standard as they reflect the correspondence found between the test construct and test users' perceptions and, thus, support the validity argument for TOEFL Junior Standard score interpretation and use in EFL settings.