ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relation of Tests of Scientific Reasoning to Each Other and to Tests of General Intelligence
Author: Sternberg, Robert J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychology,Sciences,Thinking Skills,Multiple Choice Tests,Standardized Tests,Graduate Study,College Admission,College Entrance Examinations,Test Validity,Scientific Research,Research Skills,Hypothesis Testing,Experiments,College Students,Student Characteristics,Grade Point Average,Correlation,Scores,Intelligence,Gender Differences,STEM Education

We conducted two studies to replicate and extend, as well as test, the limits of previous findings regarding an apparent disconnect between scientific-reasoning skills in psychological science, on the one hand, and scores on standardized tests of general intelligence, on the other. In Study 1, we examined whether this disconnect would extend beyond psychological science to additional sciences as well, such as nutrition and agriculture. The results did indeed extend, suggesting that scientific reasoning across various natural sciences is comparable to scientific reasoning in psychological science, but different in kind from the reasoning required on conventional standardized tests. In Study 2, we examined whether these findings were linked to the format of presentation of scientific problems. Whereas real scientific-reasoning problems are open-ended, standardized tests tend to use multiple-choice format. We discovered that using multiple-choice format did indeed result in an apparently closer relation of the scientific-reasoning tests to two of the conventional ability measures (SAT Reading and Number Series) but not to two other tests (Letter Sets and SAT Math). Thus, one can increase the correlations of scientific-reasoning tests with at least some standardized ability tests but at the cost of content validity and ecological validity.
Gifted and Average-Ability Children&apos;s Potential for Solving Analogy Items
Author: Vogelaar, Bart
Date: 2019-00-00
Type: Journal Articles
Subjects: Academically Gifted,Logical Thinking,Learning,Problem Solving,Young Children,Prompting,Training,Testing,Computer Software,Elementary School Students,Foreign Countries

Analogical reasoning is assumed to play a large role in learning and problem solving in everyday and school settings. It was examined whether a newly developed dynamic test of analogical reasoning would be sufficiently difficult for identifying young gifted children's potential for solving analogies. The study included 74 gifted (n = 31) and average-ability (n = 43) children between 7 and 8 years old. Employing a pre-test--training--post-test format, in which half of the children received a graduated prompts training and the other half received a control task between pre-test and post-test, it was investigated (1) whether trained children would improve more in accuracy from pre-test to post-test than their untrained peers, and whether (2) gifted and average-ability children would demonstrate differences in their level of improvement from pre-test to post-test, and (3) their needs for instruction during training. The results indicated that dynamically tested children improved more than those in the control condition. In addition, the dynamic test seemed sufficiently difficult for the gifted children: regardless of whether they were trained, gifted children demonstrated superior accuracy scores than their average-ability agemates at pre-test and post-test, but similar levels of improvement. They were also found to need fewer instructions during training.
Development of Digital Fluency Scale: Validity and Reliability Study
Author: Demir, Kadir
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Test Construction,Test Reliability,Test Validity,Factor Analysis,Foreign Countries,Preservice Teachers

Digitally fluent teachers are expected to contribute to the growth of digitally fluent students. The purpose of this study is to develop a valid and reliable Digital Fluency Scale to determine the digital fluency of pre-service teachers. To create an item pool to develop a scale for digital fluency, the opinions of the focus group meeting participants were gathered by a qualitative method. After the pilot implementation of scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. Data were collected from undergraduate students at a state university in Turkey to conduct for EFA (n: 302) followed by CFA (n: 274). The scale structure with 3 factors and 29 items was revealed. The scale explains 54.65% of the total variance. It was concluded that the Chi-square value (X[superscript 2] = 1189.10, df = 371, p &lt;0.001) was moderately significant when the fit indices of the model tested with CFA were examined. It is seen that the other fit values for the model are within the acceptable fit value ranges. Higher scores from the scale indicate a high level of digital fluency.
Aesthetic Inquiry for Bicultural Arts Education in Aotearoa New Zealand
Author: Gain, Priya
Date: 2022-00-00
Type: Journal Articles
Subjects: Aesthetics,Art Education,Biculturalism,Ethnic Groups,Pacific Islanders,Indigenous Knowledge,Teaching Methods,Inquiry,Active Learning,Land Settlement,Foreign Countries,Educational Change,Colonialism,Place Based Education

This paper uses an arts-based learning encounter at a marae-based wananga as a starting point for exploring the potential of aesthetic inquiry to support dynamic and always evolving relationality between people and place. The work of two researchers, Maori writer and scholar Cassandra Barnett and Irish inter-cultural researcher Sharon Todd, is discussed as examples of critical aesthetic inquiries that open new possibilities for relationality between people and place through encounters with artworks. Maxine Greene's definition of aesthetic inquiry, as distinct from an &quot;arts as connoisseurship&quot; approach, is utilised to encourage a greater awareness among arts educators of the limitations and potential risks of liberal multicultural approaches in arts education. With increasing pressures to fast track the decolonising and indigenising of curriculum in New Zealand education, I discuss the importance of mitigating the risks of uncritically transferring indigenous Maori concepts and material into mainstream classrooms. New insights are offered into how aesthetic inquiry in arts based pedagogy and curriculum can support learners to sit with the complexities that come with a settler-indigenous history.
A Sisyphean Task? Doing Drama Online with Year 9 Students in a COVID-19 Lockdown
Author: Luton, Jane Isobel
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 9,Drama,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Secondary School Students,Interaction,Expectation,Student Participation,Foreign Countries,Teacher Role,Distance Education,Barriers

Using the allegory of Sisyphus from ancient Greek mythology, we examine the problems that arose while teaching Year 9 drama classes online during the COVID-19 pandemic lockdowns in Aotearoa, New Zealand. At times we have felt like Sisyphus, forced to push a boulder uphill forever. We became adept at using the school's chosen online platform, in this case, Microsoft Teams. For all teachers, this meant that students were no longer in an actual classroom with their peers but met in a virtual space as a series of little icons on a screen. For drama, this disrupted the very essence of the praxis. Drama is, at its heart, an embodied, interactive &quot;subject&quot;, requiring collaboration, cooperation and participation. Like Sisyphus, we have, at times, felt the task of teaching drama cannot be truly accomplished. In this article, we focus specifically on the Year 9 drama students, the youngest year group at secondary colleges in New Zealand. They are part of the generation defined as Gen Z (Beresford Research, 2022), &quot;digital natives who have little or no memory of the world as it existed before smartphones&quot; (Parker &amp; Igielnik, 2020., para. 4). We compare the expectations and interactions of a traditional drama classroom with those online. We explore the approaches we took to encourage student participation in this new forum, trying to find dramatic strategies to mitigate some of the problems that arose. We discuss the consequences and outcomes of teaching drama remotely. Unlike Sisyphus, can we learn from successes and failures, or are we as drama teachers doomed forever to roll a large rock uphill?
Radical Self-Care for Educators through Radical Student Check-Ins
Author: Thomas, William N., IV
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Self Management,Teaching Conditions,Teacher Persistence,Teacher Competencies,Teacher Student Relationship,Teacher Role,Teacher Influence,Trauma,Inquiry,Altruism,Race,African Americans,Racism

From the health pandemic to the increase in racial tensions, as a Black educator, William N. Thomas, IV has had to lead others during these difficult events and attempt to take care of himself and support his family. The many intersections of health, criminal justice, education, and race come into collision as his attempt to complete a dissertation as a full-time educational leader during a global health crisis. After taking courses with Dr. Ravitch and engaging in supervised research, he began to integrate one key dimension of flux pedagogy. The idea of radical self-care started to resonate with him as he began to push myself to consciously process the traumatic events of the last year. As a result of this self-inquiry, he began writing about his own &quot;radical self-care&quot; experience and sharing it with a community educators across the country. Inspired by flux pedagogy, he decided to reflect on the importance of &quot;radical self-care&quot; for educators and its connection to &quot;radical student check-ins&quot; in this article. The current context presents opportunities and challenges related to retaining quality educators motivated to remain in the profession. One core experience in education, for an educator, is the growth and development of students. While some educational leaders remain in the classroom, those who have chosen roles outside of being a teacher can get distracted by the political and economic impact of education and detour necessary professional reflection time on the experiences of students. Some students keep in contact with their former teachers whether they are in college or active in their profession. In order to leverage these strong relationships, Radical Student Check-ins give these teacher-student relationships an opportunity to affirm the intentions and benefits of the educational interaction. This affirmation and recognition acts as an instrument to remind both people of the expectations and confidence they have for one another.
An Exploration of Graduate Education in Academic Advising: A Case Study Analysis
Author: McGill, Craig M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Study,Academic Advising,State Universities,Case Studies,Content Analysis,Educational Development,Intellectual Disciplines

As a field's literature base deepens, an academic discipline can emerge and lead to the development of a profession. For an academic discipline to thrive, new scholars must be trained in its specialized knowledge. Kansas State University was the first institution to offer graduate programs in academic advising. Subsequently, other graduate programs have been developed at various institutions across North America. The purpose of this collective case study is to examine graduate education in academic advising through two separate but related cases: an interview study of NACADA leaders and a content analysis of graduate programs in academic advising. The growth in graduate programs, along with the expanding knowledge base, will strengthen academic advising's potential as a bonified, recognized academic discipline.
Agents of Support for Community College Transfer Students: A Qualitative Study
Author: Lazarowicz, Tony
Date: 2022-00-00
Type: Journal Articles
Subjects: Community College Students,College Transfer Students,Community Colleges,Universities,Academic Advising,Social Support Groups,Student Needs,Family Role,Friendship

This qualitative study explored what support community college transfer students relied upon while transitioning to a 4-year university. Investigators examined experiences of 12 full-time degree-seeking students who previously attended a community college. Data included a series of three individual interviews with participants and reflective journals completed by six participants. Two primary agents of support were identified: academic advising and personal support. Participants emphasized active and implied support needs, types, and functions throughout the entire process. By understanding community college transfer students' needs, institutions (agent networks of support) can equip advisors and institutional staff (agents) with the information and resources (functions) that will assist students with a positive transition. We offer implications for advising training and opportunities for collaborative institutional partnerships.
Stealth Advising: How Advisors Introduce Academic Substance into Routine Conversations
Author: Wei, Junhow
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Interpersonal Relationship,Student Experience,Decision Making

How do academic advisors encourage students to consider the meaning, value, and logic of their educational journeys during appointments despite pressures from students and others to discuss rote information, such as curricular rules and requirements? The concept of stealth advising describes how advisors manage such pressures by weaving novel content into conversations without disrupting conversational flow or sacrificing rapport. Drawing on observations of appointments and interviews with students and their advisors, I discuss three stealth advising strategies: checking in on students' experiences, supplementing rote information with related content, and challenging or questioning students' decisions. I outline the challenges and limitations of using stealth advising to achieve quality advising.
Appreciative Advising to Enhance Academic Major Satisfaction in Prenursing Students
Author: Burks, Cassondra H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Nursing Students,Academic Advising,Student Satisfaction,Majors (Students),First Year Seminars,School Holding Power,Outcomes of Education,Academic Achievement

Nursing students' success and satisfaction with the major require early, proactive practices. This study examined two such practices utilized with prenursing students: freshman seminar and Appreciative Advising (AA). This study explored whether AA integrated into freshman seminar would impact prenursing students' academic major satisfaction. An advisor hosted four AA sessions in group format in freshman seminar throughout the first half of a 15-week semester. This one-group pretest/posttest investigation revealed prenursing students' (n = 81) academic major satisfaction improved at a statistically significant level (Z = -4.11, p &lt; 0.001) with a medium effect (r = 0.32) after a first semester AA intervention.
Department Climate and Student Experience: At the Intersection of Gender and Ethnicity in STEM Graduate Programs
Author: Loyola, Dawn
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Departments,Student Experience,Intersectionality,STEM Education,Graduate Students,Racism,Gender Bias,Gender Discrimination,Sense of Community,Mentors,Student Attitudes

Women of color in Science, Technology, Engineering, and Math (STEM) face multiple barriers to success (Ong et al., 2011). Students have different experiences mediated by race or gender, and when these two identities intersect, they face unique challenges. The purpose of this critical quantitative study was to examine department climate and its effect on women of color in STEM graduate programs at several campuses of an R1 state university system. Its focus was to discuss racism, discrimination, microaggressions, and sense of belonging. Using Carl Roger's Person-centered approach (Rogers, 1979), the authors propose solutions such as Appreciative Advising, growth mindset, microaffirmations, high-quality mentoring programs, and the creation of safe spaces. These solutions can be implemented at all levels where an advisor has influence: individual, departmental, and campus-wide.
Using Mixed Methods to Explore Variations in Impact within RCTs: The Case of Project COMPASS
Author: Edmunds, Julie A.
Date: 2022-10-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Mixed Methods Research,Educational Research,Online Courses,Program Effectiveness,Community Colleges

Randomized controlled trials (RCTs) in education are common as the design allows for an unbiased estimate of the overall impact of a program. As more RCTs are completed, researchers are also noting that an overall average impact may mask substantial variation across sites or groups of individuals. Mixed methods can provide insight and help in unpacking some of the reasons for these variations in impact. This article contributes to the field of mixed methods research by integrating mixed methods into a recently developed conceptual framework for understanding variations in impact. We model the use of this approach within the context of an RCT for online courses that found differences in impact across courses.
The Role of Explicit Instruction in the Acquisition of English Syllable Structure among Ghanaians
Author: Mohammed, Sadat
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Direct Instruction,English (Second Language),Second Language Instruction,Syllables,Pronunciation,High School Students

The debate between effectiveness of explicit and implicit teaching has taken a center stage in the second language acquisition literature over a long period of time. Most of such debates center on grammar teaching and very few discuss suprasegmental features especially, syllable structure. All languages have some sort of syllabicity; however, the phonetic characteristics of syllables differ across languages. The difference can be seen in onset and coda. The current study examines the effects of explicit instruction on the acquisition of English syllable structure among Ghanaian learners of English. The paper investigates the efficiency of interventions through explicit teaching on the English syllable structure in a classroom setting. English syllables have some structures that are absent in the first language of the participants and these structures pose difficulties for speakers who learn English. This paper explores those structures and adopts explicit instruction as an intervention to remedy the difficulties. The investigation is done on participants who are Ghanaian speakers learning English. The study discovers that in disyllabic words there is a preference of trochaic syllables over iambic syllables, the acquisition of onsets is easier than acquisition of codas and finally, explicit teaching is very effective in the classroom.
The Use of Wattpad as Media in Language Learning Strategy: Teacher&apos;s and Student&apos;s Perspective of Writing Performance
Author: Faqih, Ridwan Nafiul
Date: 2022-10-00
Type: Journal Articles
Subjects: Social Networks,Electronic Publishing,Second Language Learning,Learning Strategies,Teacher Attitudes,Student Attitudes,Writing Achievement,English (Second Language),Writing Instruction

Technology is playing an increasing role in education worldwide and is having a growing impact on the design and delivery of English language teaching. Teachers are expected to understand how to integrate technology into their teaching as well as know how to help learners make use of resources such as media and the internet to improve their learning of all four skills. As such technology offers both new challenges as well as new opportunities for both teachers and learners. This article investigates the use of Wattpad in language teaching and explores more from the perspective of teachers and students in the online classroom. It offers teachers and learners to vary the process of the teaching and learning processes by using technology-mediated teaching and learning. However, this study presents a mini research project on how the teacher of one school has used technology as a medium to teach the students in online classes recently due to COVID 19. Teachers and students should be collaborative so the process of teaching-learning able to run well. It will become a big challenge for the teacher to engage the students during the teaching process
Does Item Format Affect Test Security?
Author: Gorney, Kylie
Date: 2022-08-00
Type: Journal Articles
Subjects: Test Items,Test Format,Multiple Choice Tests,Item Analysis,Study Guides,Test Preparation,Comparative Analysis,Undergraduate Students,Computer Assisted Testing,Scores,Cheating,Item Response Theory

Unlike the traditional multiple-choice (MC) format, the discrete-option multiple-choice (DOMC) format does not necessarily reveal all answer options to an examinee. The purpose of this study was to determine whether the reduced exposure of item content affects test security. We conducted an experiment in which participants were allowed to view study guides prior to taking a test comprised of DOMC and MC items. Results showed that the DOMC format seems to offer a slight advantage over the MC format in the presence of item preknowledge.
A Self-Investigation into Thai EFL Writing Instructors&apos; Perceptions toward Written Feedback on College Students&apos; Writing Essay Assignment
Author: Chang, Chuan-Chi
Date: 2022-00-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Writing Teachers,Undergraduate Students,Self Evaluation (Individuals),Writing Evaluation,Foreign Countries,Feedback (Response),Grammar,Accuracy,Teacher Student Relationship,Correlation

Although the behavior and impacts of instructor reflection in writing classes have been extensively studied over the past few decades, a significant proportion of the work has concentrated on students' attitudes and utilization of all such responses, as opposed to teachers' perspectives, self-assessments, and actual text comments given. Research findings on instructors' attitudes regarding students' written work are far from conclusive. This research gathered data from eight Thai-nationality writing instructors of English as a Foreign Language (EFL) and one hundred and six Thai undergraduate students in order to assess teachers' attitudes toward written comments. In addition, the researcher analyzed instructors' self-evaluations of written feedback and the link between their self-evaluations and whether they even responded to EFL areas. The results revealed that these instructors' self-evaluations of the comments that they claimed they generally supplied and the genuine reflection they delivered on student writing were fairly consistent. The results also reveal that while marking writing drafts, these instructors were far more bothered with local issues, particularly grammatical, and this attention persisted throughout the amendments of the writing. Instructors' predilection for and reliance on grammatical accuracy in their comments may misguide students into prioritizing writing characteristics and then into believing that a zero-blunder essay is a competent and better-quality written work. Remarkably, despite the fact that instructors appeared to dwell on local problems for correction, all favorable comments on essays focused on global features. These instructors had little professional training in evaluating student written assignments, according to the findings of this research.