ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I&apos;m the Best! Or Am I?&quot;: Academic Self-Concepts and Self-Regulation in Kindergarten
Author: Compagnoni, Miriam
Date: 2020-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Self Management,Self Concept,Goal Orientation,Academic Ability,Self Efficacy,Metacognition,Foreign Countries,Bias,Correlation,Motivation,Self Evaluation (Individuals)

In this paper, we examined how kindergarteners' self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children's different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.
The Impact of Environmental Education Activities on Primary School Students&apos; Environmental Awareness and Visual Expressions
Author: Yesilyurt, Mustafa
Date: 2020-06-00
Type: Journal Articles
Subjects: Environmental Education,Elementary School Students,Foreign Countries,Knowledge Level,Freehand Drawing,Consciousness Raising,Natural Resources,Empathy,Grade 2,Student Attitudes

The aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students' environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.
Commentary: A Proposed Remedy for Grievances about Self-Report Methodologies
Author: Winne, Philip H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Measurement Techniques,Data Collection,Protocol Analysis,Interviews,Surveys,Diaries,Likert Scales,Questionnaires

This special issue's editors invited discussion of three broad questions. Slightly rephrased, they are: How well do self-report data represent theoretical constructs? How should analyses of data be conditioned by properties of self report data? In what ways do interpretations of self-report data shape interpretations of a study's findings? To approach these issues, I first recap the kinds of self-report data gathered by researchers reporting in this special issue. With that background, I take up a fundamental question. What are self-report data? I foreshadow later critical analysis by listing facets I observe in operational definitions of self-report data: nature of the datum, topic, property, setting or context, response scale, and assumptions setting a stage for analyzing data. Discussion of these issues leads to a proposal that ameliorates some of them: Help respondents become better at self reporting.
The Future of Survey Self-Report: An Experiment Contrasting Likert, VAS, Slide, and Swipe Touch Interfaces
Author: Fryer, Luke K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Measurement Techniques,Research Methodology,Surveys,Online Surveys,Telecommunications,Responses,Handheld Devices,Data Collection,Reliability,Prediction,Self Efficacy,Response Style (Tests),Graduate Students,Foreign Countries,Student Interests,Computer Interfaces

Self-report is a fundamental research tool for the social sciences. Despite quantitative surveys being the workhorses of the self-report stable, few researchers question their format--often blindly using some form of Labelled Categorical Scale (Likert-type). This study presents a brief review of the current literature examining the efficacy of survey formats, addressing longstanding paper-based concerns and more recent issues raised by computer- and mobile-based surveys. An experiment comparing four survey formats on touch-based devices was conducted. Differences in means, predictive validity, time to complete and centrality were compared. A range of preliminary findings emphasise the similarities and striking differences between these self-report formats. Key conclusions include: (A) that the two continuous interfaces (Slide &amp; Swipe) yielded the most robust data for predictive modelling; (B) that future research with touch self-report interfaces can set aside the VAS format; (C) that researchers seeking to improve on Likert-type formats need to focus on user interfaces that are quick/simple to use. Implications and future directions for research in this area are discussed.
Tracking Patterns in Self-Regulated Learning Using Students&apos; Self-Reports and Online Trace Data
Author: van Halema, Nicolette
Date: 2020-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Motivation,Learning Strategies,Student Behavior,Data Analysis,Measurement Techniques,Learning Processes,Comparative Analysis,Metacognition,Online Courses,Computer Software,College Students,Foreign Countries,Statistics,Required Courses,Management Systems,Instructional Design,Grades (Scholastic),Student Attitudes,Self Efficacy,Questionnaires,Study Habits

For decades, self-report instruments -- which rely heavily on students' perceptions and beliefs -- have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance. The results also reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies with online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added values of innovative and traditional methods of measuring motivation and strategy use.
Assessing the Predictive Nature of Teacher and Student Writing Self-Regulation Discrepancy
Author: Broda, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Writing Skills,Student Characteristics,Middle School Students,Suburban Schools,Writing Achievement,Teacher Expectations of Students,Language Arts,Self Evaluation (Individuals),Predictor Variables,Standardized Tests,Gender Differences,Grades (Scholastic),Writing Processes,Correlation

In this study, we examine the extent to which the discrepancy between teacher-reported and student-reported self-regulatory behaviours during writing were associated with students' end-of-year writing grades after controlling for student writing ability and other demographic characteristics. Results of our study, conducted with a sample of 201 middle grades students enrolled in a large, comprehensive suburban school district in the Mid-Atlantic U.S., suggest a significant and positive relationship between teacher discrepancy and grades, after controlling for writing ability, student self-regulation, gender, race/ethnicity, and SES. This has clear implications for the classroom, as it suggests that even after accounting for student difference in terms of ability background, and demographics, the effort that teachers perceive their students making in the fall are still associated with students' year-end performance in their class. This represents some of the first frontline evidence of the predictive relationship between self-regulation discrepancy and student achievement in writing.
Phonological Awareness and Speech Perception: Skills of Grade 1 English Second Language Learners
Author: Eslick, Casey J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonological Awareness,Auditory Perception,Speech Communication,Elementary School Students,Grade 1,Second Language Learning,English (Second Language),Listening Comprehension,Listening Comprehension Tests,Phoneme Grapheme Correspondence

Background: Literacy achievement of learners is a concern in many developing countries, particularly for English second language (EL2) learners with inadequate language development. It is important to investigate foundational phonological awareness (PA), as well as speech perception skills to guide the development of effective intervention for EL2 learners to facilitate optimal literacy acquisition. Objectives: The study aimed to describe the PA and speech perception in noise skills of South African Grade 1, EL2 participants, learning in an English first language (EL1) context, to inform evidence-based support during literacy acquisition for EL2 learners. Method: A cross-sectional, descriptive design was employed. Twenty-five EL1 participants provided normative results for the Phonological Awareness Test -- 2 and &quot;South African English Digits-in-Noise Test,&quot; enabling between-group comparisons with 25 matched EL2 participants for quantitative data analysis. Demographic and background information was obtained using parental questionnaires. Results: The EL2 learners presented with PA skills below those of EL1 learners in all subtests. Though the speech perception in noise skills of EL2 learners were within the normative range for their age, their skills are also lower in comparison to EL1 learners. Conclusion: The findings support the inclusion of explicit PA instruction for rhyming, segmentation, isolation, deletion, substitution, and blending for EL2 literacy acquisition. Developing speech perception in noise skills is necessary to facilitate PA and phonemegrapheme knowledge. This can enable decoding for early EL2 literacy acquisition.
Student Perceptions of Multilingualism and the Culture of Communication in Journalism Studies in Higher Education
Author: Nkoala, Sisanda B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Multilingualism,Journalism Education,Higher Education,Foreign Countries,Cultural Context,Teacher Student Relationship,Power Structure,Activism,Language Usage,African Languages,Undergraduate Students,Instructional Effectiveness,Academic Achievement,Native Language,Learning Strategies,Classroom Communication,Lecture Method

Background: The year 2020 will mark five years since the watershed #FeesMustFall protests in South Africa. This was a student-led series of protests, at campuses across the country, calling for higher education to be made accessible through free decolonised education for black people. In light of this, the time has come to ascertain how students perceive the developments in the sector following this demand, which, among other things, included a call for tertiary education to reflect the country's multilingual context. Objective: This study explored how journalism students, at a university of technology in South Africa, perceive the multilingual teaching and learning strategies, and their influence on the culture of communication in this discipline. Method: The study employed a mixed methods sequential design, beginning with an online survey, followed by focus group discussions. A semantic thematic analysis was undertaken using a 'top-down' approach based on themes identified through James Carey's theoretical framework of communication as culture. Results: The findings are that even though students have been exposed to various multilingual teaching and learning strategies, they perceive the way language is used in this discipline as perpetuating a culture of communication that is still predominantly monolingual. They see the multilingual interventions as being inadequate in addressing the challenges created by this particular culture of communication. They expressed mixed views on the influence of multilingualism on their academic performance. Conclusion: The culture of communication used in this discipline continues to make students feel out of place in lectures and higher education as a whole and perpetuates certain student-lecturer power dynamics. For journalism students in particular, this has further implications in how they perceive their professional prospects as aspiring communications practitioners.
A Thirty State Analysis of Teacher Supervision and Evaluation Systems in the ESSA Era
Author: Mette, Ian
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Teacher Evaluation,State Policy,Educational Legislation,Elementary Secondary Education,Federal Legislation,Formative Evaluation,Summative Evaluation,Politics of Education,Policy Analysis,Language Usage,Growth Models

We analyzed teacher supervision and evaluation policy systems in 30 states since the passage of the Every Student Succeeds Act (ESSA) of 2015 in the United States (US). This qualitative study of state ESSA policy documents and legislation examined how teacher supervision and evaluation systems (TSES) models have been developed under ESSA, specifically regarding how the construction of TSES models conflated formative feedback with summative evaluation. Despite evolving federal-level and state-level education accountability policies spurred by No Child Left Behind (NCLB) in 2001, we argue that TSES systems are influenced by state-level historical political culture (Elazar, 1994; Fowler, 2013), workplace behaviorism (Hazi, 2019), decision-making structures (Hazi &amp; Arredondo Rucinski, 2009; Ruff, 2019), and policy rationalism (Louis et al., 2008; Orr, 2007). Data were analyzed inductively (Wolcott, 2009) to investigate how 30 states developed TSES models and from this we analyze the messages conveyed about improvement. Thus, while ESSA intended to provide states and local districts with more political control to develop and implement TSES models, our analyses shows how ESSA has extended and reinforced state-level TSES policy development and reduced districts' local control and authority to supervise and evaluate instruction.
Delivering on the Promise of Support for Growth? Evaluator Perceptions of a New State Teacher Evaluation System
Author: Paufler, Noelle A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Evaluation Methods,Administrator Role,Models,Supervisors,Administrators,Principals,Early Childhood Education,Elementary Secondary Education,Higher Education,Teacher Supervision,Evaluators,Role,Accountability,Supervision,High Schools,Mentors,Coaching (Performance)

This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and supervisors 1) understand the model, 2) describe the implementation of its elements, 3) understand and enact their roles, and 4) assess the impact of the model? Data from EC-12 school principals and clinical supervisors at the university level indicates the system establishes a comprehensive definition of quality teaching. However, model complexity creates challenges. Coaching and mentoring requires time and expertise, and impact on student learning is unclear, raising the question of whether there is space for support through supervision in a model also used for accountability. Combining support with a reified model of evaluation leaves evaluators to negotiate inherent tensions.
The Elephant in the Room: Tensions between Normative Research and an Ethics of Care for Digital Storytelling in Higher Education
Author: Gachago, Daniela
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Computer Uses in Education,Social Justice,Ethics,Higher Education,Educational Research,Art Education,Data Collection,Data Interpretation,Confidentiality,Sampling,Informed Consent,Caring,Foreign Countries,Preservice Teacher Education,Personal Narratives,Preservice Teachers

Background: Digital storytelling (DST) has been embraced in classrooms around the world as a way to unpack issues of identity and positionality which are critical for any pedagogy concerned with social justice. However, adopting this process-orientated practice into higher education raises ethical concerns especially in relation to the normative approach to traditional research. Objectives: The objective of this article was to explore the ethical concerns surrounding DST when used as a pedagogy and to determine if an 'ethics of care' approach could help to mitigate the ethical dilemmas experienced by teachers and researchers alike. Method: A single case study, narratives, illustrations and reflections from a final-year arts education project were used to explore some of the ethical issues we encountered when employing DST as a pedagogy and in educational research. Results: The results of this reflection show that special attention needs to be paid to the following issues: the collection and interpretation of data, how anonymity and confidentiality are ensured in DST, who owns the stories, how sampling is conducted and how consent is sought and, finally, how the tenant of 'do no harm' is adhered to in DST. Conclusion: We argue that traditional deontological approaches to ethics are not able to fully respond to the complex, nuanced and ongoing concerns posed by DST projects. We adopt Joan Tronto's Ethic of Care to argue that ethical practice cannot be contained in codes of conduct alone and cannot simply be signed off on by institutional review boards, but is rather a matter of a daily personal, professional and political caring practice.
Lessons from the Past: Ideas from Supervision Books Published from 1920 through 1950
Author: Gordon, Stephen P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Supervision,Books,Book Reviews,Teacher Supervision,Teacher Evaluation,Supervisory Methods,Supervisors,Teacher Effectiveness,Scores,Cooperating Teachers,Ethics,Action Research,Curriculum Development,Testing,Democracy,Instructional Improvement,Teacher Leadership,Self Evaluation (Individuals)

By understanding its past, a field of study and practice can better understand its present and improve its future, yet the field of educational supervision has done very little to document or contemplate its history. In this paper, 10 books on supervision published from 1920 through 1950 are reviewed, including books by Nutt (1920), Burton (1922), Crabbs (1925), Barr and Burton (1926), Nutt (1928), Kyte (1930), Barr (1931), Rorer (1942), Barr, Burton, and Brueckner (1947), and Wiles (1950). The discussion of each book is organized into three parts. First, the author discusses a concept from the book that he believes should be &quot;retained,&quot; meaning the concept should continue to be discussed and acted upon. Second, the author reviews a concept no longer valued or utilized that he argues should be revived in order to improve present-day supervision. Third, the author describes a concept discussed in the book under review that he maintains should be &quot;reproved&quot; as a negative influence on the field. The reader is urged to review historical literature on supervision and form her or his own perspectives on the value of historical concepts to modern supervision.
To Be Continued: Carl Glickman&apos;s Work as the Beginning of the Story
Author: Espinoza, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Practices,Supervision,Democracy,School Effectiveness,Community,Empowerment,Diversity,Transformative Learning

Carl Glickman's life has been dedicated to researching and supporting school improvement initiatives that honor purposeful student learning. Currently, this kind of learning stands in contrast to mainstream educational practices. As a means of inviting school leaders to apply his work, this article highlights the commons threads in Glickman's writings, demonstrates their immediate relevance to all educators, and offers suggestions for taking action. With a framework of instructional supervision that emphasizes community, diversity, empowerment, democracy, and authenticity, there is a greater hope for bettering America's schools.
Making a Shift in Educator Evaluation
Author: Carreiro, Diane M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Educational Change,Feedback (Response),Teacher Supervision,Evaluation Methods,School Districts,Action Research,Collegiality,Faculty Development,Reflective Teaching,Evaluators

The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for not only trust and genuine mutual respect to grow but also innovative practices to be fostered within the school community. Educator evaluation is changing, and it is becoming a tool that is offering our educators and schools new opportunities for self-reflection and growth.