ethanporcaro/eric-fulltext-meta huggingface dataset:
Between Scylla and Charybdis: Reflections on and Problems Associated with the Evaluation of Teachers in an Era of Metrification
Author: Berliner, David C.
Date: 2018-04-16
Type: Journal Articles
Subjects: Teacher Evaluation,Evaluation Problems,Standardized Tests,Achievement Tests,Classroom Observation Techniques,Construct Validity,Test Reliability,Correlation,Alternative Assessment,Evaluation Methods,Teacher Effectiveness,Value Added Models,Teacher Competencies,Performance Based Assessment,Predictive Validity

The Scylla and Charybdis in this discussion of teacher evaluation are standardized achievement test data on the one hand, and classroom observational systems on the other. These are the two most common methods used to judge teachers' competency. Both have serious flaws: the former primarily with validity, the latter primarily with reliability. At most these evaluation strategies provide teachers' and their supervisors information about which to converse. But these two methods have such serious flaws that they should never be used as the primary grounds for rewarding, punishing, or firing teachers. When both methods of evaluation are used to judge teacher competency, the correlation between achievement tests and observational data is quite low. When two methods claiming to assess the same construct do not correlate well, either one or both methods are failing to assess the intended construct. There are two alternatives for navigating between Scylla and Charybdis: &quot;Duties Based Teacher Evaluation&quot; and &quot;Performance Measures.&quot; These methods have much to recommend them, though like all methods of personnel evaluation, reliability and validity issues remain problematic.
Achievement Differences and Gender Gaps in Reading Motivation: An Examination of Taiwanese Adolescent Readers of English as a Foreign Language
Author: Yau, Jia-ling Charlene
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Motivation,Reading Achievement,Gender Differences,Second Language Learning,English (Second Language),Adolescents,Language Tests,Scores,Questionnaires,Likert Scales,High School Seniors,Reading Comprehension,Translation,Chinese,Paragraph Composition,Multivariate Analysis,Regression (Statistics),Correlation,Semi Structured Interviews,Qualitative Research,Statistical Analysis

This study has two aims: one is to examine whether or not there are individual differences in motivation to read English as a Foreign Language (EFL) among Taiwanese adolescents, and the other is to scrutinize whether or not a gender gap exists among those readers. A total of 252 adolescents, half of them female and the other half male, participated in the overall study, while eight of them took part in the study's qualitative portion. The data consisted of background information, scores from an EFL test, questionnaires, and interviews. The results show a significant main effect on EFL reading achievement in all of the eight aspects of reading motivation investigated, as well as a main effect on gender difference in favor of female readers, particularly in their social motivation. These findings imply that struggling EFL readers are likely to suffer from multiple deficiencies in terms of their motives for reading and that teaching motivation in EFL classrooms appears to be crucial, in particular, for those struggling readers.
Teacher Efficacy: A Case Study of Faculty Beliefs in an English-Medium Instruction Teacher Training Program
Author: Tsui, Cynthia
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Self Efficacy,Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,College Faculty,Teacher Attitudes,Observation,Beginning Teachers,Teacher Education Programs,Teacher Role,Student Attitudes,Teaching Methods,Foreign Countries,Qualitative Research,Semi Structured Interviews

English-medium instruction (EMI) has become a driving force behind the curriculum reform in higher education around the world. The current study, drawn from a larger project that involves an EMI teacher development program, explores subtle nuances of change in teachers' self-efficacy beliefs, employing Bandura's theory of self-efficacy (Bandura, 1977, 1986) as a framework, among university teachers who have completed the training program. A total of 11 faculty members from five universities in Northern Taiwan were individually interviewed, along with data from their EMI classroom observations. Results indicated that novice EMI teachers may experience a weakening of self-efficacy that could hurt their commitment to teaching. After completing the EMI teacher development program, participants reported gaining more confidence in using the teaching techniques taught in the program. Most importantly, the program helped them re-examine their role as an EMI instructor and sensitized them to the students' perspective that they had not been aware of before. The new insights humbled them, yet empowered them for their EMI undertaking. The transformation of teachers' self-efficacy allowed these EMI teachers, juniors or seniors alike, to continue to grow as they struggled through teaching in a foreign language. Implications of the findings and suggestions for future EMI teacher development programs are also provided.
Effects of Explicit Instruction on Learning Academic Formulaic Sequences for EFL College Learners&apos; Writing
Author: Liou, Hsien-Chin
Date: 2018-00-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Questionnaires,Undergraduate Students,Academic Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Intervention,Pretests Posttests,Writing Instruction,Phrase Structure,Writing Evaluation,Writing Teachers,Literary Genres,Language Proficiency,Teaching Methods,Likert Scales,Student Attitudes,Novels,Reports,Foreign Countries,Statistical Analysis,Comparative Analysis,Regression (Statistics)

In this study, a quasi-experimental within-subject design was adopted to examine the intervention effects of teaching academic formulaic sequences (FS) for writing with one intact class consisting of 15 EFL third-year college students. Fifty target FSs were chosen from five recently compiled academic formulas lists (mostly derived through corpus research) based on frequency, semantic transparency, and localized pedagogical considerations. Measurements included (a) the pretest, posttest, and delayed posttest on target FSs; (b) pretest and posttest timed summary writing; (c) free production of taught FSs in an out-of-class book report and research report assignments at the end of the semester or several months later. Additionally, the participants' perceptions toward the explicit instruction were investigated through a questionnaire. The results indicated that 60% of the taught FSs appeared in the participants' writing, and the numbers of FSs used increased after explicit instruction. Both the learners' posttest FS test and writing performance were better than those in the pretest, maintaining the effects. The current study shed some light for integrating FSs instruction into a college EFL writing class. Pedagogical implications suggested that writing teachers may take target genre types in their course into consideration when choosing appropriate formulaic sequences. Future research can recruit more participants with different backgrounds and different proficiency levels.
Towards a Cross-Generational Understanding of EFL Learner Agency: A Multiple Case Study on Learners from Taiwan
Author: Chao, Chin-chi
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Age Differences,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Interviews,Educational Policy,Social Environment,Educational Change,Social Change,Authoritarianism,Curriculum Implementation,Educational History,Learning Experience,Qualitative Research

Aiming to develop a contextualized understanding of language learner agency (LLA) as defined by van Lier (2008), this study asks the question: How do Taiwanese EFL learners of two generations under different educational policies and social atmospheres narrate their English learning experiences and exert LLA differently? Narrative and interview data were collected from four participants born in two different time frames: the 1950-60s, or the post WWII period, and after 1987, when the 33-year-old martial law was lifted and educational reforms were gradually introduced. Analyzing the data using van Lier's three features of LLA and interacting with Clandinin and Connelly's (2000) notions of context and continuity revealed many differences across the two generations' exertion of LLA in terms of their respective times, places, and relationships. As the 12-year curriculum is to be implemented soon and is expected to impact the next generation of Taiwanese learners, this study provides insights into LLA in EFL as both personal and social experiences and allows us to ponder on our shared past, present, and future EFL learning experiences. Implications and suggestions are provided based on the results.
ACS: Bringing Business Intelligence and Analytics to a Massive Multiplayer Online Gaming Company
Author: Christian, Nicholas
Date: 2018-04-00
Type: Journal Articles
Subjects: Computer Games,Computer Simulation,Business,Intelligence,Data Analysis,Educational Games,Outsourcing,Decision Making,Emergency Programs,Planning,Databases,Program Administration,Case Method (Teaching Technique),Personnel Selection

Advanced Competition Simulations (ACS), a massive multiplayer online (MMO) strategy gaming company, has petabytes of customer data at their data center in Brentwood, Tennessee that could assist executives with decision making, but they currently do not have business intelligence software or a business intelligence and analytics (BIA) team. As is the case with most companies that want a new capability, they must decide if they want to hire a team internally or outsource this to a vendor. This decision was not taken lightly by ACS, but ultimately the business intelligence and analytics team was formed. Once the team was formed, the project to bring BIA to ACS gets off to a rough start when the team does not agree with the project manager choice. There are further setbacks when the data needs to be cleaned and the vendor refuses to help. Finally, the CEO of ACS questions his decision to rush the project when their data center has power failures during the data migration phase and he is reminded that the BIA project was moved ahead of the disaster recovery project. Bringing business intelligence and analytics to ACS proves to be much more difficult than they anticipated.
Children&apos;s Perspective on the Right of Self-Determination
Author: Pekince, Pelin
Date: 2018-03-00
Type: Journal Articles
Subjects: Self Determination,Semi Structured Interviews,Fairy Tales,Decision Making,Early Adolescents,Preadolescents,Self Efficacy,Adults,Attitude Measures,Student Attitudes,Qualitative Research

The present study was conducted to determine the thoughts of children, whose lives are governed by decisions taken by adults, on the right to self-determination. The study was conducted as a generic qualitative research, a qualitative research design. The study group included 16 children. The data were collected with semi-structured interviews conducted with children. Before the data collection process, the solo test game was played with children as ice breaker. After the solo test game, the modified version of the Cinderella fairy tale was read by the children and they were asked questions about the fairy tale. The objective of the modified Cinderella tale was to make children imagine a world where the decisions are taken by children. After the fairy tales, the semi-structured interview was conducted. The interviews were conducted upon the approval of the children to record the conversations, and the replies provided by children who did not provide approval for voice recordings were noted by the first author. The findings were analyzed with descriptive analysis. Based on the analysis results, the collected data was grouped in five categories that were organized under two themes. In conclusion, students stated that they were able to decide on daily matters such as selecting clothes, what to eat, however, they were presented with no choices in matters that could affect their lives such as school selection. Children stated that adults do not believe that children can make decisions on issues relevant to children's lives.
An Ethnographic Approach to Peer Culture in a Turkish Preschool Classroom
Author: Yanik, Betül
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Peer Relationship,Preschool Children,Preschool Education,Participant Observation,Diaries,Content Analysis,Games,Qualitative Research,School Culture,Educational Environment,Friendship,Symbolic Learning,Males,Semi Structured Interviews,Interviews

The purpose of this study was to examine the features of the peer culture that a group of preschoolers created in their classroom in the province of Kahramanmaras, Turkey. An ethnographic approach was adopted in this study to obtain an in-depth understanding of children's peer interactions. The data were collected through variety of data collection methods such as participant observation, interviews, document analysis, and researcher diary for three months period. Twenty children, the classroom teacher and the other school staff participated in the study. Descriptive and qualitative content analyses were conducted to analyze the data. The results suggest that the children formed a complex culture through symbols and games to negotiate about the features of day to day interactions in the classroom. In addition, the children resisted against the influences of the teacher by turning places like the washroom and the cafeteria into a nesting area for a deeper level of personal interaction.
Effect of Recess on Fifth Grade Students&apos; Time On-Task in an Elementary Classroom
Author: Stapp, Alicia Cooper
Date: 2018-03-00
Type: Journal Articles
Subjects: Recess Breaks,Grade 5,Time on Task,Elementary School Students,Statistical Analysis,Academic Achievement,Physical Activities,Physical Activity Level,Observation

Recess is an integral part of the school day where children are afforded the opportunity to create and organize games, socialize with their peers, and explore nature. When implemented effectively, recess has the potential to offer significant academic, physical, and social benefits (London, Westrich, Stokes-Guinan, &amp; McGlaughlin, 2015). However, the amount of time allocated to recess in elementary schools across the United States has significantly declined over the past two decades. A reduction in play time can be attributed to increased educational mandates, which have lead to vigorous and ongoing debates about the important role recess plays in elementary schools. Thus, this quantitative study examined the effect of recess on fifth grade students' time on-task in an elementary classroom. Participants on- and off-task behaviors were observed and documented on a task frequency chart prior to and after recess. Findings from the study indicated that providing fifth-grade students with daily recess significantly increased on-task behaviors in the classroom.
What International Educational Evaluations Tell Us about Education Quality in Developing Nations
Author: van der Berg, Servaas
Date: 2018-04-16
Type: Journal Articles
Subjects: International Education,Developing Nations,Outcomes of Education,Socioeconomic Status,Educational Quality,Social Differences,Educational Policy,Developed Nations,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Grade 4,Reading Achievement,Reading Tests,Equal Education,Achievement Gap,Educational Resources

Few developing countries participate in external educational evaluations. Information gaps on education quality make it imperative to expand such evaluations. Furthermore, international comparability across different evaluations should be improved. In addition, data from evaluations must be combined with data on access or coverage. Finally, educational evaluations reveal social inequalities; socioeconomic status has a systematic influence on educational outcomes, but social gradients vary over countries. Resources alone cannot explain massive performance gaps between developing and developed countries. Large efficiency improvements must occur in classrooms and schools. The need is not for &quot;league tables,&quot; but for data that allow countries to judge the appropriateness of their policies and strategies in an international context. Efficient and targeted application of resources and policies to improve education in developing countries requires information on system performance, inequalities, progress and stagnation. International evaluations should be expanded to more countries, should be better anchored and comparable, and should be demystified. Too little international educational evaluation is the enemy of progress.
Effects of Early Morning Physical Activity on Elementary School Students&apos; Physical Fitness and Sociality
Author: Park, Yongnam
Date: 2018-03-00
Type: Journal Articles
Subjects: After School Programs,Physical Activities,Elementary School Students,Physical Fitness,Males,Grade 6,Foreign Countries,Experimental Groups,Control Groups,Pretests Posttests,Muscular Strength,Interpersonal Competence,Personal Autonomy,Outcomes of Education,Exercise Physiology,Statistical Significance,Statistical Analysis

As part of the Comprehensive School Physical Activity Program, we investigated how early morning physical activity affects elementary school students' physical fitness and sociality. Seventy-five boys in 6th grade of one elementary school located in G Metropolitan City, Korea comprised the experimental group that participated in early morning physical activity for 6 months. The control group did not perform said activities. Experimental design for this study adopted pre- and post-measurement and comparison methods between groups. Collected data were analyzed with analyses of covariance and Bonferroni post-hoc tests. The experimental group showed significant differences in the improvement of cardiorespiratory endurance and muscle strength among the sub-elements of physical fitness compared to controls. They also showed significant differences in the development of sociability, activity, autonomy, stability, and dominance among the sub-factors of sociality compared to controls. We elucidated the importance of early morning physical activity performed before school, which has implications for schools' physical education programs.
Investigation of Reflecting Reading Comprehension Strategies on Teaching Environment among Pre-Service Classroom Teachers
Author: Asikcan, Mehmet
Date: 2018-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Preservice Teachers,Educational Environment,Reading Processes,Case Studies,Holistic Approach,Foreign Countries,Qualitative Research,Content Analysis,Reading Instruction

The purpose of the study is to define the reading comprehension strategies considered by pre-service classroom teachers to be applicable in the classroom and their practical designs related to these strategies in terms of selecting text appropriate strategy, and full and correct use of the strategies in reading process (pre-reading, during-reading, post-reading, whole reading process) in accordance with the conceptual framework defined in the literature. The study has been conducted as a case study which is one of the qualitative research designs. The sampling group has been composed of 140 undergraduate students. Data collected through interviews, have been analysed with the help of document analysis method. Results indicate that pre-service teachers have used almost half of strategies defined as pre-reading strategies in the literature. Among the used strategies, the most repeated ones are guesses by visuals and stimulating prior knowledge. According to another finding of the study, pre-service teachers used only a few of the during-reading strategies defined in the literature. Finally, pre-service teachers designed post-reading strategies the most, and the strategy variation was accordingly the most for post-reading.
Digital Divide: A Critical Context for Digitally Based Assessments
Author: Ercikan, Kadriye
Date: 2018-04-16
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Educational Assessment,Gender Differences,Socioeconomic Status,Grade 8,Computer Assisted Testing,International Assessment,Foreign Countries,Computer Literacy,Information Literacy

Student learning is increasingly taking place in digital environments both within and outside schooling contexts. Educational assessments are following suit, both to take advantage of the conveniences and opportunities that digital environments provide as well as to reflect the mediums of learning increasingly taking place in societies around the world. A social context relevant to learning and assessment in the digital age is the great differences in access to and competence in technology among students from different segments of societies. Therefore, access and competency in relation to technology become critical contexts for evaluations that rely on digitally based assessments. This chapter examines the digital divide between students from different segments of the society and discusses strategies for minimizing effects of digital divide on assessments of student learning. The research focuses on two types of demographic groups--gender and socioeconomic status (SES) groups--that have been highlighted in research on the digital divide. The research utilizes data from IEA's International Computer and Information Literacy Study (ICILS) 2013 for Grade 8 students administered in 21 jurisdictions around the world. It thus provides an international perspective on digital divide as an important context for international assessments as well as assessments within jurisdictions such as Mexico that are conducting assessments in digitally based environments.
Investigation of Writing Habits of Primary School Teachers
Author: Sulak, Süleyman Erkam
Date: 2018-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Writing Skills,Case Studies,Qualitative Research,Foreign Countries,Semi Structured Interviews,Notetaking,Poetry,Word Processing,Social Media,Diaries,Writing Attitudes,Statistical Analysis

Primary school holds an important place in the acquisition of writing skills. Writing attitudes and habits of teachers are influential in writing education provided by primary school teachers during this period. This study aims to examine the writing habits of primary school teachers. To this end, writing habits of teachers were investigated in terms of the use of writing skills in daily life, types of writing texts, contribution of writing to the professional life, teacher participation in classroom writing activities and digital medias where teachers write. The case study, a qualitative research method, was used in the study. Participants of the study consisted of 35 primary school teachers who worked in primary schools in Bartin (n = 22) and Ordu (n = 14). The semi-structured interview form created by taking the expert opinion was used in the research as the data collection tool. The obtained data were analyzed using descriptive analysis technique. In the study, it was found that 57% of primary school teachers did not use writing skills in their daily life or that they used writing skills occasionally, used writing skills the most in taking notes or poetry, 61% of them participated in classroom writing activities and used Word and social media to write on digital platforms.