ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Individual and Group Oral Exams: Scoring Criteria and Rater Interaction
Author: Yalçin-Çolakoglu, Özlem
Date: 2019-02-00
Type: Journal Articles
Subjects: Oral Language,Language Tests,Test Validity,Inferences,Criterion Referenced Tests,Second Language Learning,Audio Equipment,Grades (Scholastic),Decision Making,Student Attitudes,Second Language Instruction,Scoring Rubrics,Evaluation Criteria,Group Discussion,Evaluators,Interrater Reliability,English (Second Language),College Preparation,Foreign Countries,Speech Communication

Criterion referenced tests of second language speaking performance are administered in different institutions using different procedures. The present study reports raters' practices of second language speaking tests, in particular the correspondence between test-takers' grades when assessed individually and in groups. Data derived from audio-recordings of raters' (n=8) decision making process (scoring) in two test modes, post-test interviews and two sets of students' (n=92) speaking scores were obtained from individual versus group discussion tasks. Although a grading rubric had been used, it was found that raters also relied on rubric irrelevant criteria when judging performances, which brings up the question whether the validity of the inferences is jeopardized.
Effects of TPRS on Very Young Learners&apos; Vocabulary Acquisition
Author: Kara, Ketevan
Date: 2019-02-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Reading Instruction,Story Telling,Foreign Countries,English (Second Language),Second Language Learning,Kindergarten,Program Implementation,Receptive Language,Vocabulary,Pretests Posttests,Experimental Groups,Preschools,Preschool Children,Instructional Effectiveness

Teaching Proficiency through Reading and Storytelling (TPRS) aims to provide language learners with considerable amount of comprehensible input through stories for language and literacy development. Although it has already demonstrated high potential with adolescent and adult learners of English, its implementation within the context of very young learners and its impact on their language acquisition is an issue that remains to date underexplored. Therefore, this study aims to investigate the possible effects of TPRS on very young learners' L2 receptive and productive vocabulary acquisition. Nineteen four-year-old kindergarten students in Turkish EFL context constituted a single treatment group of the study. The study had pretest-treatmentimmediate posttest-and delayed posttest design. The target vocabulary was taught following the stages of TPRS and adapting them to the context of very young learners. Data collection included receptive and productive picture tests that were developed and administered in one-to-one sessions with each participating child. The results show that TPRS has a positive effect both on recall and retention of receptive and productive vocabulary. Receptive learning was discovered to benefit from the treatment more than productive learning. Additionally, some vocabulary items were found to be more challenging for children to acquire than the others mostly due to their low frequency. The study suggests that TPRS can be used to teach vocabulary to very young learners as it uses techniques that support their language acquisition. The study also provides guiding suggestions to adapt this method to the context of very young learners.
The Use and Validity of Standardized Achievement Tests for Evaluating New Curricular Interventions in Mathematics and Science
Author: Sussman, Joshua
Date: 2019-06-00
Type: Journal Articles
Subjects: Test Use,Test Validity,Standardized Tests,Achievement Tests,Summative Evaluation,Mathematics Tests,Science Tests,Intervention,Outcome Measures,Testing Problems,Mathematics Education,Science Education,Alignment (Education)

We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures. Twenty-five of the projects had potential validity problems related to a misalignment between the achievement test and the intervention. A closer analysis of 11 of those projects flagged as high risk for validity problems showed that only 6 projects attended to the validity of the test, and only 1 project provided adequate validity evidence. We conclude that there is widespread inappropriate use of achievement tests that threatens the validity of educational evaluations. To better support innovation, evaluators must dedicate more attention to the validity of the outcome measures they use.
Learning Writing through Psychowriting Perspective
Author: Anas, Ahmadi
Date: 2019-02-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Learning Processes,Teaching Methods,Psycholinguistics,Indonesian,Universities,Literature,Writing Skills,Writing Instruction,Personality Traits,Writing Improvement,Foreign Countries,Psychiatry,Humanism,Undergraduate Students,Writing Processes

All this time, writing is widely viewed from various perspectives, such as fragmentary and/ or integrative (mono-disciplinary studies), interdisciplinary studies, and multidisciplinary studies. In this article, learning writing based on psychowriting in the Department of Indonesian Language and Literature, State University of Surabaya is presented. Based on the results of the study, it was found that psychowriting-based writing lesson improves students' writing skill, writing effectiveness, and the understanding of students' psychological personality.
The Effects of Misconceptions on Pre-Service Teachers&apos; Ability to Constructing Simple Electric Circuits
Author: Önder, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Misconceptions,Preservice Teachers,Electronics,Student Attitudes,Generalization,Language Usage,Learning Experience,Prior Learning,Difficulty Level,Scientific Concepts,Foreign Countries

In this study, it is aimed to determine effects of pre-service elementary school teachers' misconceptions about short circuit and open circuit on their ability to set up simple electric circuits. The sample of the research is composed of 41 teacher candidates studying at Dokuz Eylul University. Open-ended questions and semi-structured interview questions prepared by researchers were used to identify misconceptions about short circuit and open circuits. In order to determine the effect of these misconceptions, the pre-service teachers were observed in the process of establishing simple electric circuits. Findings from the open-ended questions show five different misconceptions about the short circuit, and two about the open circuit. The interviews reveal that these misconceptions are caused by three factors: extreme generalizations, the misleading terminology used in everyday speech, and misconceptions arising from past learning experience. It was also determined that the students who held these misconceptions had difficulties in establishing a simple electric circuit.
Temporal Deixis in Balinese Language
Author: Kardana, I. Nyoman
Date: 2019-02-00
Type: Journal Articles
Subjects: Language Research,Foreign Countries,Malayo Polynesian Languages,Grammar,Language Usage,Sentence Structure,Oral Language,Interpersonal Communication,Observation,Notetaking,Discourse Analysis,Form Classes (Languages)

This study analyzed the forms of temporal deixis found in Balinese, one of the biggest local languages in Indonesia. Data was collected from oral communication by Balinese speakers who live in Denpasar, the capital city of the island of Bali. Data was obtained through observation and elicitation method completed with recording and note taking technique. The collected data was analyzed by inductive approach so that the clear and detail description about temporal deixis could be reached. The result of analysis shows that the forms of Balinese temporal deixis can be divided into the forms referring to the past, present, and future tense. The forms are also distinguished between definite and indefinite temporal deixis. Two kinds of temporal markers are also found in Balinese, they are &quot;di&quot; marker for past and &quot;buin/bin&quot; marker for future. The form &quot;mani&quot; and &quot;ibi&quot; does not obligatorily need the markers but the other temporal forms really need the markers to make a complete meaning and reference.
Determination of Elementary Prospective Teachers&apos; Perceptions of Some Basic Physics Concepts by Word Association Test
Author: Sadoglu, Gunay Palic
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Preservice Teachers,Motion,Associative Learning,Elementary School Teachers,Teacher Education Programs,Sentences,Content Analysis,Vocabulary,Tests,Student Attitudes,Case Studies,Foreign Countries

The purpose of this study is to determine perceptions of elementary prospective teachers about the basic concepts of physics including force, motion, speed, velocity, acceleration and displacement. This research, as a qualitative study, had a study group that constitutes of 35 elementary prospective teachers who successfully completed general physics courses. A word association test was used as the data collection tool. In the word association test, elementary prospective teachers were asked to write down the first five words/concepts they thought of regarding the concepts of &quot;force&quot;, &quot;motion&quot;, &quot;speed&quot;, &quot;velocity&quot;, &quot;acceleration&quot; and &quot;displacement&quot; in the first stage, in the second stage they have been asked to write the sentences regarding these concepts. A frequency table was formed with the words/concepts that the prospective teachers associated with the key concepts, cutoff points were determined based on these data, and conceptual networks that reflected their perceptions were drawn. Prospective teachers' sentences for key concepts were analyzed by using content analysis method. The findings showed that the participants associated the key concepts mostly with the concepts of distance, time, velocity, force, energy, motion, friction, power, car, physics, displacement, acceleration and speed. Additionally, it was observed that a significant part of the sentences formed by the participants was scientifically acceptable, while the participants also formed similar sentences that contained emotional and unscientific expressions.
Teacher&apos;s Utilization of Secondary School Libraries in Idah Local Government Area, Kogi State
Author: Johnson, Omera O.
Date: 2013-08-00
Type: Journal Articles
Subjects: School Libraries,User Satisfaction (Information),Secondary School Students,Secondary School Teachers,Library Personnel,Library Materials,Financial Support,Teacher Attitudes,User Needs (Information),Library Role,Educational Resources,Foreign Countries,Library Facilities,Librarians

This study is centered on the utilization of secondary school libraries by teachers and students in Idah Local Government Council of Kogi State. A survey method was adopted for the study with questionnaire constructed, validated and used for the collection of data related to the research questions formulated to guide the study. The population of the study was 182 teachers and library staff from the seven (7) secondary schools and colleges in the Local Government Area. There was no sampling procedure as the population was considered small. Interview and observation was also used to collect data where questionnaire could not be used. Simple percentage and means were used for data presentation and analysis, the researcher in the course of this study found out that the school libraries have limited resources, by way of personnel, library material resources, funding and accommodation and that most of the teachers do not patronize the school libraries despite their claims as to the importance of school libraries.
Visual Representations of Situation in a Partially Defined Physics Problem: What Kinds of Drawings High-School and University Students Generate?
Author: Marušic, Mirko
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,High School Students,Physics,Science Instruction,College Science,Secondary School Science,Freehand Drawing,Visualization,Problem Solving,Foreign Countries

In this research, we gave to technical university students (N=50) and high school students (N=75) a verbally described situation of a partially defined physics problem. The task for the both groups of the students was to generate drawings of how they imagined the situation that the problem referred to. A fully abstract drawing was generated by 48% of university students and by 28% of high-school students. Some of the students who did not provide the abstract drawing did however provide drawings with one (42%) or two (10%) concretizations of the problem. High school students have generated 58% of drawings with one concretization and 11% with two, while 2% of the drawings contain three concretizations of the observed partially defined physics problem. Our results show that numerical exercises, formulated in standard way mostly used in the teaching process, cannot develop the ability of visual representation of physics problem in a satisfying way. It is suggested that students should face partially defined problems that might enable them to develop the ability of visual representation of physics problem by using drawings and improve general problem solving strategies. In that way, they could better deal with open-ended real life problems, actively using physics principles and assumptions.
Light and Matter Diffraction from the Unified Viewpoint of Feynman&apos;s Sum of All Paths
Author: Arlego, Marcelo
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Light,Scientific Concepts,Geometric Concepts,Equations (Mathematics),Quantum Mechanics,Teaching Methods,Secondary School Science,Energy,High Schools

In this work, we present a pedagogical strategy to describe the diffraction phenomenon based on a didactic adaptation of the Feynman's path integrals method, which uses only high school mathematics. The advantage of our approach is that it allows to describe the diffraction in a fully quantum context, where superposition and probabilistic aspects emerge naturally. Our method is based on a time-independent formulation, which allows modelling the phenomenon in geometric terms and trajectories in real space, which is an advantage from the didactic point of view. A distinctive aspect of our work is the description of the series of transformations and didactic transpositions of the fundamental equations that give rise to a common quantum framework for light and matter. This is something that is usually masked by the common use, and that to our knowledge has not been emphasized enough in a unified way. Finally, the role of the superposition of non-classical paths and their didactic potential are briefly mentioned.
A Comparative Study of Metadiscoursal Features in English Research Article Abstracts in Hard Disciplines
Author: Wei, Jing
Date: 2019-05-00
Type: Journal Articles
Subjects: Native Language,Chinese,Physical Sciences,English for Academic Purposes,Academic Language,Second Language Learning,Discourse Analysis,English,Contrastive Linguistics,Language Usage,Writing (Composition),Authors,Documentation,Research Reports,English (Second Language),Foreign Countries,Professional Identity

This study investigates how L1 Chinese scholars in hard science disciplines use metadiscourse in their English academic writing, by comparing the deployment of metadiscoursal resources written by L1 Chinese and L1 English scholars. Hyland's (2005) interpersonal model of metadiscourse was adopted for the analysis. We found that L1 Chinese scholars used less metadiscoursal resources than L1 English scholars on the whole. In the two dimensions of interaction, L1 Chinese scholars made more use of interactive devices, while L1 English scholars used more interactional items. This reflects that L1 Chinese scholars made greater efforts to guide the readers through their papers, and that L1 English scholars are more concerned with creating author identity and engaging their readers. The t-tests confirmed that L1 Chinese scholars used significantly more code glosses in interactive metadiscourse and less self-mentions in interactional metadiscourse. An in-depth analysis reveals two functions of code glosses and five functions of self-mentions in RA abstracts.
Appraisal of the Level of Test Anxiety among Tertiary Education Students: A Case of Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria
Author: Patience, Nwamuo A.
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Test Anxiety,College Students,Gender Differences,Age Differences,Majors (Students),Coping,Self Esteem,Test Preparation

Test anxiety which implies excessive worry about doing well on a test by students no matter the level can become a major hindrance on test performance and can cause extreme nervousness and memory lapses among other symptoms. This study x-rayed and investigated the level of test anxiety among students in tertiary institutions using Alvan Ikoku Federal College of Education, Owerri, Imo State as a reference point. One research question and three hypotheses were employed. A total of 205 third year students representing ten percent of the population were systematically selected using a ratio of 1:10. Data were analysed and the chi-squared statistic result showed significant dependence of students' level of test anxiety on gender and age cohort but independence on the students' school of study. It is recommended that instructors should counsel students' during instruction on ways of reducing anxiety by preparing well before the test, thereby building self-confidence.
The Use of Translated Materials in Assessing CVA Patients in Qatar: Problems and Solutions
Author: Khwaileh, Tariq
Date: 2019-05-00
Type: Journal Articles
Subjects: Semitic Languages,English (Second Language),Second Language Learning,Translation,Foreign Countries,Patients,Injuries,Language Impairments,Evaluation Methods,Communication Skills,Quality of Life,Cultural Context,Cultural Differences,Problems,Surveys,Questionnaires,Head Injuries

In Qatar, as well as in other parts of the Arabic-speaking world, assessment of patients who have suffered CVAs or other injuries leading to language deficits typically includes the use of surveys and questionnaires that have been translated into Arabic, generally from English. Such materials are used to assess the impact of the CVA on language, communication, quality of life, and social activities. The use of translated materials is common-place because assessment materials specifically developed for the Arabic language and culture are unavailable. The shortcomings of translated materials have not been widely recognized. Unfortunately, the simple truth is that many of these translated materials are unsuited for use in the local context, and this can have a significant impact on the lives of patients post-CVA. In this paper, we discuss this issue in some detail and propose a multiphase solution to mitigate the problems of using translated materials.
Effects and Students&apos; Perspectives of Blended Learning on English into Arabic Translation
Author: Ahmed, Abdelhamid
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Blended Learning,Translation,Teaching Methods,Educational Benefits,English (Second Language),Comparative Analysis,Program Effectiveness,Semitic Languages,Second Language Learning,Second Language Instruction,Secondary School Students,Check Lists,Language Tests

Translation constitutes a problem for many students worldwide and Arab students in particular due to the ineffective approaches to the teaching of translation. The current study aimed at measuring the effect of a proposed blended learning programme on developing Egyptian secondary students' translation skills from English into Arabic; and exploring students' perspectives on this proposed programme. Social constructivism informs this study as its theoretical framework. This study adopted a mixed-methods research design with quasi-experimental research design and semi-structured interviews. Participants were divided into experimental and control groups, with 20 students each. Results showed that the blended learning programme proved significantly more effective in developing the translation skills of the experimental group students. Moreover, students' perspectives on the benefits and challenges of using the blended learning programme were reported. Theoretical and pedagogical implications for the teaching of translation using blended learning are provided.
Democratic Engagement in District Reform: The Evolving Role of Parents in the Los Angeles Public School Choice Initiative
Author: Marsh, Julie A.
Date: 2015-01-00
Type: Journal Articles
Subjects: Parent Participation,Educational Change,Participative Decision Making,Democracy,School Districts,Public Schools,School Choice,School Turnaround,Parent Role,Interests,Power Structure,Social Justice,Barriers,Political Issues

This article examines parent engagement in a Los Angeles portfolio district reform. Based on data from a 3-year study, we use the lens of democratic theory to examine the design and implementation of mechanisms seeking parent input in the selection of plans to operate low-performing and new schools. We find that despite significant efforts to move toward a more deliberative model over time, the process remained primarily interest-based in most cases, due in large part to structural constraints, limited access to information, and mistrust. The article concludes with implications for policy, practice, and research.
Questionable Authenticity of Some Problems in &quot;Fundamentals of Physics&quot; by Halliday, Resnick and Walker: An Initial Study of Students&apos; Critical Considerations
Author: Slisko, Josip
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Thinking Skills,Textbooks,Spanish,Translation,Critical Thinking,Course Descriptions,Metacognition,21st Century Skills,Task Analysis,Student Attitudes,College Students,Foreign Countries,Textbook Content

This study is an initial exploration of students' abilities to analyze critically authenticity of physics problems, carried out with Spanish translation of the eight Edition of popular physics textbook &quot;Fundamentals of Physics&quot;, written by Halliday, Resnick and Walker. Students (N = 34) involved in the study were those of applied physics taking a general first-semester course &quot;Development of Complex Thinking Skills&quot; at the Facultad de Ciencias Físico Matemáticas of the Benemérita Universidad Autónoma de Puebla (Puebla, Mexico). Among the aims of the course is development of 21st century 4C-skills (critical thinking, creative thinking, collaboration and communication) through self-regulated learning. In the segment of the course dedicated to critical thinking, students were informed about characteristics of authentic school problems and their task was to analyze authenticity of some problems in textbook &quot;Fundamentals of Physics&quot;, they use in their Mechanics course. They were supposed to pay attention to authenticity of events, data and questions used in contextualized physics problems. Results show that students are able to perform critical considerations, focusing their attention mainly on the events' characteristics, less on the sense of questions asked and much less on data feasibility. Only one student indicated that given data in a problem seem unrealistic. Nevertheless, such a particular consideration is very important because many textbook reviewers, holding PhD in physics, were not able to detect that erroneous implicit density value in four editions during almost ten years. Some students paid attention to broader issues implied by supposed events (for example, about animal rights). Their critical considerations of negative role of non-authentic problems have in physics learning are briefly mentioned, too.