ethanporcaro/eric-fulltext-meta huggingface dataset:
Seven Days that Shook Oakland and the One that Shook Us up
Author: Gordon, Craig
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Strikes,Strikes,Community Involvement,School Personnel,Activism,Public Schools

On Friday, March 1, 2019, a mass picket line of striking Oakland teachers, other district workers, students, and community members chanted loudly as they surrounded La Escuelita Elementary School in Oakland, California, to block school board members from meeting to impose cuts to classified workers (e.g., office workers and custodians) and vital student programs. As a longtime Oakland teacher and their union's designated organizer for one of seven school clusters in the district, author Craig Gordon helped to coordinate this mass picket line. Oakland Education Association (OEA) members traveled from the pickets at their schools on the seventh day of an astonishingly powerful strike to actively support district workers and students, many who actively supported the fight. OEA's strike electrified the city with its unprecedented community support and strong participation by members. Beyond the local significance, it represented the continuation of a militant upsurge among education workers that swept across several red states in 2018 and continued into California in 2019, starting with the Los Angeles educators strike in January. After the strike in Oakland, the insurgency continued with Chicago teachers walking out for 11 days in October. Gordon notes in the article that each successive strike brings new lessons and questions that must be carefully considered. There is much to celebrate and learn from in the solid organizing by members and newly elected union leadership that contributed to the power of the strike. There is also much to learn from considering the criticisms and questions raised by members and supporters during and after the strike. Though the settlement of OEA's strike in 2019 was not a historic victory, the strike tapped into enormous power among union members awakening in them the power to organize and mobilize to a degree many had not imagined possible. The strike registered a historic impact that continues to ripple through the ranks of the education community as members continue to seek new ways to fight old forces. The movement toward a real historic victory is in the making.
The Future of Education: Black Life and Our Classrooms a Moderated Panel Discussion
Author: Gordon, C. Darius
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Bias,Blacks,African Americans,Power Structure,Foreign Countries,Minority Group Students,Equal Education,Elementary Secondary Education,Educational Environment

This piece is an abridged version of a panel discussion that was part of the symposium on Anti-Black State Violence Across the Americas: Power and Struggle in Brazil and the U.S., held at UC Berkeley on February 20-22, 2019, and organized by the LUTA Initiative, a coalition of scholars invested in facilitating international dialogue about racialized state violence across the Americas. The conversation featured Cherrish Cook and Muwazu Chisum-Misquitta (Berkeley High School Student Activists, United States) in conversation with Onirê Onã Walê Borges dos Santos and Andreia Beatriz Silva dos Santos.
Psychometric Properties of the &quot;School Liking and Avoidance Questionnaire&quot; in a Turkish Preschool Sample
Author: Nur, Imray
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Factor Structure,Preschool Children,Psychometrics,Emotional Response,Student Behavior,Preschool Education,Test Validity,Cultural Relevance,Student Attitudes,Cultural Differences,Student Adjustment,Translation,Test Reliability

In this study, the replicability of the factor structure of The School Liking and Avoidance Questionnaire [SLAQ] for Turkish preschool children and the psychometric properties of the scale were investigated. The SLAQ consists of 14 items and is used to assess children's emotional and behavioral participation in school based on children's perceptions. 345 children aged 5-6 years were included in the study. The findings of exploratory and confirmatory factor analyses, to assess the validity of the scale in Turkish culture, have identified two distinct but related factors: school liking and school avoidance. This result is consistent with the original scale and the adaptation studies in different cultures. However, there were no significant correlations between children and teacher reports on school liking and school avoidance subdimensions. Cronbach's Alpha and test-retest ratios for subdimensions showed adequate psychometric properties. This data support the Turkish version of the SLAQ as a valid and reliable tool, similar to the original version.
The Uniform Prior for Bayesian Estimation of Ability in Item Response Theory Models
Author: Karadavut, Tugba
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Bayesian Statistics,Ability,Statistical Distributions

Item Response Theory (IRT) models traditionally assume a normal distribution for ability. Although normality is often a reasonable assumption for ability, it is rarely met for observed scores in educational and psychological measurement. Assumptions regarding ability distribution were previously shown to have an effect on IRT parameter estimation. In this study, the normal and uniform distribution prior assumptions for ability were compared for IRT parameter estimation when the actual distribution was either normal or uniform. A simulation study that included a short test with a small sample size and a long test with a large sample size was conducted for this purpose. The results suggested using a uniform distribution prior for ability to achieve more accurate estimates of the ability parameter in the 2PL and 3PL models when the true distribution of ability is not known. For the Rasch model, an explicit pattern that could be used to obtain more accurate item parameter estimates was not found.
Using the Malmquist Index in Evaluation Process to Enhance Mathematical Literacy in High School Students
Author: Mostoli, Niusha
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Numeracy,Females,Grade 9,Student Evaluation,Mathematics Instruction,Problem Solving,Relevance (Education),Instructional Effectiveness,Mathematics Achievement,Productivity,Foreign Countries

The study aimed to calculate the evaluation of 9th grade female students and compare the development of the educational process in increasing mathematical literacy using the Malmquist Index at different time intervals. This educational process was accomplished by analysing and integrating realistic mathematical education and mathematical problem-solving. The populations of the study were 120 ninth grade female students. Each student was as a DMU whose inputs were the math test score and the outputs were math test score of December and June. The data analysis method was based on (DEA) technique to calculate efficiency. The output-driven (CCR) model was used to determine students' performance coefficient. Then, the Malmquist Index was used to compare productivity evaluation after the end of the training course in December and the end of the year in June. In general, the results from changes in productivity evaluation of students using the Malmquist Index showed that the students in the experimental group who learned problem-solving and realistic mathematics had an increase in the overall productivity evaluation factor after completing the training compared to the others.
Mixture Rasch Model with Main and Interaction Effects of Covariates on Latent Class Membership
Author: Karadavut, Tugba
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Classification,Correlation,International Assessment,Foreign Countries,Achievement Tests,Secondary School Students,Mathematics Achievement,Student Motivation,Self Concept,Predictor Variables

Covariates have been used in mixture IRT models to help explain why examinees are classed into different latent classes. Previous research has considered manifest variables as covariates in a mixture Rasch analysis for prediction of group membership. Latent covariates, however, are more likely to have higher correlations with the latent class variable. This study investigated effects of including latent variables as covariates in a mixture Rasch model, in presence of and in absence of interactions between the covariates. Results indicated the latent and manifest covariates influenced latent class membership but did not have much influence on class ability means or class proportions. The influence was relatively higher for latent covariates compared to manifest covariates. The effects of the covariates on class membership and on item parameters were class specific. Substantial effects of covariates on item parameters yielded smaller standard errors for item parameter estimates. A significant interaction term also had an effect on the coefficients for predicting and explaining latent class membership.
Jamovi: An Easy to Use Statistical Software for the Social Scientists
Author: Sahin, Murat Dogan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Statistical Analysis,Meta Analysis,Bayesian Statistics,Computer Interfaces,Social Science Research

This report aims to introduce the fundamental features of the free Jamovi software to academics in the field of educational measurement for use at undergraduate and graduate level research. As such, after introducing the R based interface and the integrated development environment, the core functions of Jamovi are presented, the installation for GNU7Linux, Windows, and MacOS is explained and screenshots of frequently conducted statistical analyses are provided. Additionally, the module support of Jamovi is presented, along with a use case scenario on developing further functionality for Jamovi using modules. Specifically, conducting meta-analysis and Bayesian statistics using modules in Jamovi are explained through examples.
The Social Security System in the Grip of Universal Human Rights and Cost: An Assessment on Turkish Education Sector
Author: Ira, Nejat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Costs,Civil Rights,Teacher Employment,Social Services,Private Schools,Public Schools,Temporary Employment,Income,Teaching Conditions,Faculty Workload,Working Hours,Teacher Attitudes,Teacher Salaries

As in many countries, there is a pressure on social security system of Turkey to reduce overall costs and increase savings at the same time. While the private sector responds these pressures by increasing flexible and atypical working types as expected, surprisingly, the public sector increasingly applies similar strategies. In this context, the education sector is exposed to various employment reforms and regulations. In this sense, more unsecured practices such as paid teaching and fixed-term contracts are replacing indefinite term job contracts both in private and public sectors. The negative side of this process is the unequal dual structure where a group of teachers are employed under indefinite term job contracts with stable social security coverage and where even a larger group of teachers are employed with fixed-term job contracts and covered only within their teaching period. These teachers, who are excluded from formal right-based social security system, inevitably, replace traditional and informal social protection networks instead. Consequently, the education sector in Turkey has become one of the most vulnerable sectors, where people intensely use their informal networks to overcome the social protection crisis they face. Therefore, social security has lost its core feature of being a universal human right in Turkish education sector as confirmed by the qualitative research of this study. The findings portray that governments in Turkey are breaking away from rights-based social protection policies at least in education sector, and informal protection mechanisms such as familial solidarity and/or charity are getting stronger. In other words, charity-based social protection strategy has become the most common way to get access to social protection and to overcome the cost pressures in the social security system.
Developing a Scale to Measure Students&apos; Attitudes toward Science
Author: Akkus, Adem
Date: 2019-00-00
Type: Journal Articles
Subjects: Attitude Measures,Student Attitudes,Test Construction,Scientific Attitudes,Elementary Education,Teacher Education,College Students,Science Education,Engineering Education,Foreign Countries,Test Validity

The aim of this study is to develop a science attitude scale (SAS). For that purpose, the literature review has been done for suggestions for creating scales and a new draft scale developed. The draft scale was analyzed by specialists and a pilot study is done after its approval by experts. The SAS is prepared with 21 items and among these, 11 items are reverse-coded. The SAS consists of Likert-type items. The sample of the study consists of 154 college students studying at the Faculty of Education, Elementary Science Education, and Elementary Education departments. Principal axis factoring with orthogonal rotation (varimax) was used for exploratory factor analysis. Factor eigenvalues were checked with respect to parallel analysis and numbers of the factors were determined with respect to the analysis. Items that did not serve the purpose of the scale were omitted from the SAS. The finalized SAS' Cronbach alpha value is 0.953. For confirmatory factor analysis data were collected from a different sample which consists of university students who were studying at elementary science education, elementary education, and electric electronic engineering departments. Number of sample is 201. Confirmatory factor analyses run through Amos 24.0 software. It is believed that SAS is a valuable contribution to the science education field since it has unidimensional structure and proved its item discrimination power, and alongside with an excellent internal consistency. SAS also offers opportunity to develop multidimensional science attitude scale. For that purpose, original SAS and English version of it are provided in appendixes.
Development of a &quot;Perceived Stress Scale&quot; Based on Classical Test Theory and Graded Response Model
Author: Yasar, Metin
Date: 2019-00-00
Type: Journal Articles
Subjects: Affective Measures,Anxiety,Test Theory,Test Construction,Test Validity,Test Reliability,Item Response Theory,Foreign Countries,Teachers

The main purpose of this study is to develop a perceived stress scale based on Classical Test Theory (CTT) and Graded Response Model (GRM); to compare the parameters of the items in the scale that are tried to be developed according to both models, and to determine under which theory the measurement tool produces more reliable and valid results according to these compared item parameters. The item discrimination parameter value calculated according to CTT ranges from 0.472 to 0.735. On the other hand, item discrimination parameter values calculated under GRM vary between 1.062 (Item 15) and 2.606 (Item 2). Correlations between item thresholds were tested and the calculated correlation coefficients were; r =0.840 for [beta]1 (p&lt;0.01), r = 0.947 for [beta]2 (p&lt;0.01), r = 0.713 for [beta]3 (p&lt;0.05), and r = 0.559 for [beta]4 (p&lt;0.05) respectively. It can be assumed that these values not only support the item invariance of the items in the scale, but also show that the GRM is suitable for the data used for the scaling of the items. The reliability coefficient of the scale, in terms of internal consistency, was calculated as 0.919 according to the CTT, while the marginal reliability coefficient calculated as 0.931 according to GRM. Both reliability coefficients are quite high. In conclusion, there is a high correlation between the item parameters calculated according to both approaches, and the perceived stress scale (PSS) that is being developed can measure the desired features.
Development of a Preschool Teachers&apos; Pedagogical Content Knowledge Scale Regarding Mathematics
Author: Dagli, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Test Construction,Test Validity,Test Reliability

This study aimed to develop a measurement tool in order to assess preschool teachers' pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaras Province of Turkey. Among the participants, 150 were chosen for pre-application and 150 for the main application. The scale consists of five different case studies and a total of 35 items, including dialogues that focus on mathematical content and processes reflected in children's talk during their play. In calculating the reliability of the scale, Cronbach Alpha was found to be 0.95 for the pre-application and .96 for the main application. For the validity of the scale, exploratory and confirmatory factor analyses were performed. The exploratory factor analysis results revealed the scale to be a single-factor structure. When the factor loads of each relevant item were examined, no item was found to exist with a factor load value of less than 0.30. After confirmatory factor analysis was performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found to be 0.91, 0.91, 0.06 and 0.06, respectively. These results show the model to be reliable to an acceptable level. Based on the findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that it can be used in order to determine the preschool teachers' pedagogical content knowledge regarding mathematics.
Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study
Author: Tavakoli, Elaheh
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Writing Evaluation,English (Second Language),Second Language Learning,Likert Scales,Factor Structure,Goodness of Fit,Foreign Countries,Undergraduate Students,Advanced Students

This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (FAoW) operationalized by an instrument with 50 Likert scale items. To identify the EFL learners' experiences of FAoW practices, the instrument was first piloted with three EFL learners, and subsequently administered on a sample of 255 EFL learners selected based on purposive sampling. A five-factor solution with five latent variables (i.e. clarifying criteria, evidence on students' current learning, feedback to move learners forward, peer-assessment and autonomy) was evaluated through Confirmatory Factor Analysis (CFA) with AMOS 22. Model fit showed that the five-factor structure of FAoW could only be supported in terms of absolute and parsimony fit indices. The model with three factors (i.e. clarifying criteria, peer-assessment and feedback) in two stages of pre- and while-writing, however, provided higher discriminant validity in addition to absolute and parsimony fit indices. In other words, FAoW was not found to be practiced within its full potential with five components in the context of this study. A conceptual model was developed based on the findings and the literature to show pedagogical application of FAoW and how it can be practiced in line with Black and Wiliam's (2009).
Classroom Response Systems as a Formative Assessment Tool: Investigation into Students&apos; Perceived Usefulness and Behavioural Intention
Author: Sahin, Muhittin
Date: 2019-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Formative Evaluation,College Freshmen,Student Attitudes,Student Behavior,Intention,Computer Uses in Education,Computer Oriented Programs

Assessments are conducted to determine the effectiveness of learning. One type of these assessments are formative assessment, which aims to fill the gap between the learner's present situation and the desired situation by giving feedback to learners. For this purpose, Classroom Response Systems can be used in large groups. Paper-based tests, Kahoot, Quizizz, and, Plickers were used for formative assessment. Multiple-choice tests can be created for students with these applications. Students can connect to Kahoot and Quizizz applications via any computer, tablet or mobile phones with an internet connection and answer the questions in the test. For the Plickers application, the questions are displayed by the instructor in an area that all students can see. Students indicate their responses by lifting their paper which has QR code. The instructor scans these QR codes with the help of a mobile device and the students' answers are seen directly. In this context, the perceived usefulness and behavioral intention of the students to use different classroom response systems were investigated. The research was conducted with freshman students at a state university and continued for four weeks. Different applications were presented to the students as like that a paper-based test, Kahoot, Quizizz, and Plickers. When the findings were examined, it was found that students noted Kahoot, Quizizz, and Plickers applications were statistically more useful than the paper-based test. Based on these results, it can be said that students prefer to use technology-supported classroom response systems instead of the paper-based test.
Palliative Care Services in Northern Cyprus -- Awareness Research
Author: Belgen Kaygisiz, Beliz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cancer,Death,Pain,Quality of Life,Knowledge Level,Diseases,Intervention

Palliative care services have not been developed in Northern Cyprus despite the increased incidence of cancer cases in recent years. The aim of this study is to measure the level of knowledge of the people living in country on palliative care services by conducting an awareness research. People who reside in Northern Cyprus have been surveyed via internet. The questionnaire included 10 questions about the palliative care services as well as the demographic information. Of the 150 participants who completed the questionnaire: 39% of the respondents stated that they did not know what palliative care is, and 69% stated that they did not know whether there is a palliative care center. 34% of the participants do not have any idea about the need for this service. These results emphasize that there is lack of palliative care services around country and that awareness should be raised. Increasing life-span in chronic diseases as well as in cancer cases increases the importance of palliative care together with developments in medicine. It is inevitable to create teams / centers working on this issue by adhering to sociocultural, economic and legal procedures.