ethanporcaro/eric-fulltext-meta huggingface dataset:
Spatial Visualization Training Using Computer-Aided Cross Sections of Surfaces
Author: Kurtulus, Aytaç
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visualization,Training,Computer Assisted Instruction,Preservice Teacher Education,Preservice Teachers,Mathematics Teachers,Geometry,Cognitive Measurement,Graphs,Freehand Drawing,Experimental Groups,Control Groups,Mathematics Achievement,Foreign Countries

The aim of this study was to improve pre-service teachers' ability to infer cross-sections of geometric solids with Wolfram demonstrations and Mathematica in Analytic Geometry II course. The study was conducted with third year students studying Elementary Mathematics Education. In this study, the pre-test--post-test control group design was used. Both before and after the procedure, both groups were administered the Santa Barbara Solids Test (SBST) developed to measure their ability to mentally visualize the cross-section that results from the intersection of a cutting plane and a geometric solid. During the procedure, the participants in the control group were mainly asked to complete the graph drawings of geometric solids by just using plane cross-sections in paper-and-pencil format whereas those in the experimental group were supplemented with computer aided instruction in addition to these paper-and-pencil activities. In addition, the students in the experimental group were asked about their opinions on the procedure. The results showed a statistically significant increase in average achievement for both groups. On the other hand, this increase in the averages was significant for all the indices, and therefore for all problem types, of the experimental group SBST whereas it was significant only for the embedded orthogonal and embedded oblique items and for all problem types of the control group (p&lt;0.05).
Correlation between Theoretical Classroom Instruction and Related Learning Experiences: Evidence from a Philippine Nursing University
Author: Oducado, Ryan Michael F.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Education,Clinical Experience,Correlation,Theory Practice Relationship,College Graduates,Performance Factors,Instructional Effectiveness,Practicums,Academic Achievement,Transfer of Training

In nursing education, it is expected that theory underlies practice. However, studies have indicated nursing students still experience theory and practice gap. This study attempted to determine the relationship between theoretical classroom instruction and Related Learning Experienc es (RLE) of nursing students. Using existing data set of nursing graduates in a Philippine Nursing University for a five-year cohort (N=653), this study employed a descriptive correlational research design. Pearson's correlation and simple linear regression were used to analyze the data. Results indicated that a significant relationship existed between theoretical classroom instruction and RLE performance of nursing students. Theoretical classroom instruction explained 64% of the variance in RLE. This study highlights the importance of good theoretical instruction in predicting the performance of nursing students in the practicum or RLE component of nursing education and training. Success in the didactic portion significantly contributes to the success of the practical part of the nursing curriculum. Nursing academic institutions must continually strive to promote the transfer of learning from classroom to actual care setting to help bridge the gap between theory and practice.
Effects of Web 2.0 Technology Assisted Slideshare, YouTube and WhatsApp on Individual and Collaborative Learning Performance and Retention in Tissues System
Author: Jena, Ananta Kumar
Date: 2020-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Teaching Methods,Video Technology,Social Media,Secondary School Students,Cooperative Learning,Instructional Effectiveness,Academic Persistence,Science Instruction,Conventional Instruction,Foreign Countries,Biology,Telecommunications,Handheld Devices

Web 2.0 tools includes wikis, blogs, social networking sites, and web applications for community interaction, inputs, content sharing, and collaboration. The study aimed to assess the effects of Web 2.0 technology assisted Slideshare, YouTube, and WhatsApp on the individual and collaborative learning performance and retention in tissues system. In this quasi-experimental research, there are three groups assigned for treatment in tissue system. Experimental group1 was exposed to web2.0 technology assisted individual Slideshare, Wiki, YouTube and WhatsApp modes of learning whereas Experimental group2 was treated with web2.0 technology assisted collaborative Slideshare, Wiki, YouTube and WhatsApp modes of learning, but lecture cum discussion intervention was provided to participants of traditional group. It was resulted there was significant effect of collaborative and individual web2.0 technology on the learning performance and retention of secondary school students over traditional group.
Institutional Competency Assessment and Other Factors Influencing the Nurse Licensure Examination
Author: Oducado, Ryan Michael F.
Date: 2019-12-00
Type: Reports - Research
Subjects: Nursing Education,Licensing Examinations (Professions),Standardized Tests,Performance Factors,Foreign Countries,Correlation,College Graduates,Academic Achievement

The passing rate in the Nurse Licensure Examination (NLE) is considered a key indicator of the quality of the nursing program. While a plethora of studies has identified the factors affecting NLE success, no study has tried to explore the role of an institutional standardized competency examination on NLE. The purpose of this study was to determine the relationship of institutional terminal competency assessment (TCA) and other factors on the NLE performance of nursing graduates. This study used a descriptive-correlational research design using data sets of nursing graduates of West Visayas State University from 2015 to 2017 (N=354). Pearson's r set at 0.05 alpha level was used in the inferential analysis. Results indicated that TCA was significantly related to NLE performance. Other factors such as High School Grade General Average, College Grade General Weighted Average and scores in College Admission Test, Nursing Aptitude Test, and Pre-board Examination were significantly correlated with NLE rating. Aside from the known factors in the literature, nursing schools may also benefit from developing and conducting an institutional standardized competency assessment administered at the end of the nursing program to aid in assessing students' likelihood of success in the NLE.
Retrospective Evaluation of the Science Education Program in a Philippine State University
Author: Rogayan, Danilo V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,College Science,Science Education,Science Programs,College Graduates,Student Attitudes,Outcomes of Education,Science Curriculum,Course Content,Scientific Literacy,Scientific Research,Competence,Relevance (Education)

Graduates' retrospective program evaluations can provide relevant and reliable feedback on an institutions' performance in delivering quality instruction and services to its students. This descriptive survey research ascertains graduates' evaluations of science education program areas, including curriculum adequacy and relevance. Study participants comprised of 49 science education graduates of academic years between 2008 and 2018 who were comprehensively sampled from a state university in Central Luzon in the Philippines. A modified online survey questionnaire and an interview guide served as the main data gathering tools. Descriptive and inferential statistics and thematic analysis were used to treat quantitative and qualitative data respectively. Results revealed that the graduate respondents evaluated 10 areas of the science education program as good, indicating that the program outcomes were adequate and relevant. Moreover, the respondents provided varied suggestions for improvement of the science education curriculum. These suggestions include enhancements in instructional resources; pedagogical practice and capability; curriculum content; students' scientific literacy, and research competence. A significant positive high correlation was found between program outcomes' adequacy and relevance. The study therefore concludes that the science education program offered by the university is good, adequate and relevant. An intensive curriculum review may be considered by the university to align the program and course intended learning outcomes to the 21st Century learning landscape and to keep up with technological demands of the Fourth Industrial Revolution (FIRe).
A Different Activity in Grammar Learning in Turkish Course: Educational Comic Strips
Author: Akkaya, Ahmet
Date: 2013-09-00
Type: Journal Articles
Subjects: Turkish,Grammar,Cartoons,Achievement Tests,Comparative Analysis,Secondary School Students,Foreign Countries,Academic Achievement,Pretests Posttests,Teaching Guides,Retention (Psychology),Language Skills,Workbooks,Instructional Effectiveness

The aim of this study is to determine the effect of educational comic strips on academic achievement and retention of learned items in terms of &quot;structural knowledge&quot; attainments, which is a grammar learning domain in 6th grade. The study is an experimental study in which pretest-posttest paradigm with a control group was used. The study group is consisted of 6/A section (the experimental group, n=30) and 6/B section (the control group, n=30) in Adiyaman Cengiz Topel Secondary School. Based on the lesson plans in Turkish Course Teacher's Guidebook, the researcher tried to achieve the objectives of the course for ten weeks. The difference between the experimental group and the control group is application of educational comic strips on experimental group at evaluation stage of the lesson. Structural Knowledge Achievement Test developed by the researcher was applied as the pretest, the posttest and the retention test and the data of the research were obtained. Independent t-test was applied for the analysis of the data resolved by SPSS 17.0 software. According to data obtained, it was concluded that the educational comic strips enhance the student achievement and retention of learning. Development of educational comic strips, which has a positive effect on achieving structural knowledge attainment of 6th grade grammar, and also for other grammar and basic language skills (listening, speaking, reading and writing) acquisition may make language teaching more effective. Hence, educational comic strips must be included in Turkish course-books and student workbooks.
Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua
Author: Vollman, Elayne
Date: 2020-01-00
Type: Reports - Research
Subjects: Cognitive Development,Toddlers,Preschool Children,Family Environment,Social Environment,Preschool Education,Socioeconomic Influences,Child Development,Foreign Countries,Resilience (Psychology),Correlation,Mothers,Educational Attainment,Case Studies,Parent Child Relationship,Measures (Individuals),Interpersonal Relationship,Parent Attitudes

We examine the contributions of the environmental context on cognitive development in a representative sample of children (24-59 month-olds) in Nicaragua. Multivariate regression models revealed that children who experienced high levels of structure in the home, encountered more social interaction, and were enrolled in early education programs, exhibited higher cognitive skills. These factors were related to, but better accounted for, variability in children's skills than the socio-economic endowment of the home or maternal education levels -- the two most commonly used proxies to quantify children's early contexts. Results from this study provide validation of the relation between children's proximal early social environment and cognitive outcomes in a novel context. The results also provide motivation for deeper empirical investigation in the specific aspects of the home environment that may be central to providing resilience to low wealth populations, and to reducing inequality in developmental skills. [This paper will be published in &quot;Journal of Cognition and Development.&quot;]
Assessing Fit of the Lognormal Model for Response Times
Author: Sinharay, Sandip
Date: 2020-01-30
Type: Reports - Research
Subjects: Educational Testing,Psychological Testing,Goodness of Fit,Factor Analysis,Markov Processes,Monte Carlo Methods,Test Items,Reaction Time

Response-time models are of increasing interest in educational and psychological testing. This paper focuses on the lognormal model for response times (van der Linden, 2006), which is one of the most popular response-time models. Several existing statistics for testing normality and the fit of factor-analysis models are repurposed for testing the fit of the lognormal model. A simulation study and two real data examples demonstrate the usefulness of the statistics. The Shapiro-Wilk test of normality (Shapiro &amp; Wilk, 1965) and a Z-test for factor analysis models (Maydeu-Olivares, 2017) were the most powerful in assessing the misfit of the lognormal model. [This is the in-press version of an article published in &quot;Journal of Educational and Behavioral Statistics.&quot;]
Examining Gifted Students&apos; Mental Health through the Lens of Positive Psychology
Author: Suldo, Shannon M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Mental Health,Psychology,Definitions,Educational Practices,Talent,Academically Gifted,Well Being,Correlation,Individual Characteristics,High Achievement,Student Needs,Acceleration (Education),Elementary Secondary Education,Advanced Placement Programs,High School Students,Life Satisfaction,Risk,Mental Disorders

In this chapter, we focus on research that is most pertinent to gifted education. We begin with an overview of the constructs (organized within the three original pillars of positive psychology) relevant to youth, education, and gifted education. First, we offer a working definition of giftedness and gifted education. [This paper was published in: S. I. Pfeiffer, E. Shaunessy-Dedrick, and M. Foley-Nicpon (Eds.), &quot;APA Handbook of Giftedness and Talent&quot; (pp. 433-449). Washington, DC: American Psychological Association. For the complete volume, see ED583676.]
Concept Map in Photosynthesis and Its Effects on Achievement and Self-Classroom Management
Author: Jena, Ananta Kumar
Date: 2019-12-00
Type: Journal Articles
Subjects: Concept Mapping,Classroom Techniques,Elementary School Students,Teaching Methods,Pretests Posttests,Comparative Analysis,Academic Achievement,Science Instruction,Scientific Concepts,Botany,Foreign Countries,Self Control,Rating Scales,Scores

The study assessed the effect of concept map on achievement and classroom management of 7th grade students. Three elementary schools were purposively selected in Silchar town of Assam, India. The 7th grade students (n = 36), of 'School I' was assigned to lecture cum discussion approach, 34, students (n = 34) of 'School II' was assigned to Spider Concept Map Approach (SCMA) and the 30 participants (n=30) of 'School III' was assigned to Hierarchical Concept Map Approach (HCMA). Pretest-posttest quasi-experimental design used to assess the effect of concept map on the achievement and classroom management of students. Pre map test was assigned to both the experimental and comparison group and after three weeks instruction post map test was administered. In addition to these, Concept Map Classroom Management Scale was assigned among all the participants of both experimental and comparison groups to response. The individual pre and post spider concept map and hierarchical concept map, and Concept Map Classroom Management Scale (CMCMS) scores were analyzed through ANCOVA and post hoc Tukey-Kramer Multiple Comparisons. It was resulted that both spider concept map &amp; hierarchical concept map training students in association with those in the comparison group demonstrated significantly better in the performance of photosynthesis and respiration concepts as well as self-classroom management.
Psychometric Properties of the School Attitude Assessment Survey-Revised with International Baccalaureate (IB) High School Students
Author: Dedrick, Robert F.
Date: 2015-00-00
Type: Reports - Research
Subjects: Psychometrics,High School Students,Advanced Placement Programs,Attitude Measures,Test Reliability,Factor Structure,Measurement Techniques,Error of Measurement,Test Validity,Scores,Factor Analysis,Structural Equation Models,Academic Achievement,Grade Point Average,Grade 9,Grade 10,Grade 11,Grade 12,Questionnaires,Multiple Regression Analysis,Academically Gifted

In two studies (ns = 312 and 1149) with 9-12 grade students in pre-International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey-Revised (SAAS-R; McCoach &amp; Siegle, 2003a). Reliabilities of the five SAAS-R subscale scores were good (as &gt; 0.80) for pre-IB (grades 9-10) and IB students (grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared to IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students' GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students' academic achievement. [This paper was published in &quot;Gifted Child Quarterly&quot; v59 n1 p38-54 2015 (EJ1047515).]
Individual Growth and Development Indicators-Español: Innovation in the Development of Spanish Oral Language General Outcome Measures
Author: Durán, Lillian K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Spanish Speaking,Preschool Children,Psychometrics,Screening Tests,Language Proficiency,Spanish,Oral Language,Language Acquisition,Language Tests,Pictorial Stimuli,Naming,Verbs,Longitudinal Studies,Achievement Gains,Expressive Language,Gender Differences,Hispanic Americans,Language Variation,Decision Making,Data Analysis,English (Second Language),Second Language Learning,Correlation,Reading Skills,Test Construction,Test Items,Pilot Projects,Disadvantaged Youth,Preschool Education

The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Español (IGDIs-E). We developed and tested two Spanish oral language measures: Identificación de los Dibujos/Picture Naming and Verbos (Expresivo)/Expressive Verbs with 976 Spanish-speaking preschoolers (4-5-years old; 50% female) across five states. Children were tested in Spanish in fall, winter, and spring across two academic years. Results provide evidence that the new IGDIs-E are psychometrically sound with no significant bias between genders and dialects of Spanish spoken in the United States. Cumulative results, the utility of the final measures, and the implications for data-based decision making with Spanish-speaking preschoolers is discussed.
Colorado Growth Model
Author: Colorado Department of Education
Date: 2019-01-03
Type: Reports - Descriptive
Subjects: Growth Models,Elementary Secondary Education,Accountability,Academic Achievement,Achievement Tests,Data Analysis

The Colorado Growth Model (CGM) was developed jointly by the Colorado Department of Education (CDE), the Technical Advisory Panel for Longitudinal Growth (TAP), and the National Center for the Improvement of Educational Assessment (NCIEA). Its development was required by state statute (SB09-163) and assigned to the Technical Advisory Panel. The model was developed to serve as a primary component of the state educational accountability system. It was first utilized within the state performance frameworks in 2009 and continues to be used to this day. Currently, the methodology in the CGM is being used in some fashion by at least half the states in the country. The purpose of this fact sheet is to provide a brief technical orientation to the CGM. This includes background information related to model development, an overview of its analytic methodology, and the current CDE applications of the model.
Design, Development and Implementation of a Web-Based Support Material for English as Second Language
Author: Durdu, Levent
Date: 2012-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Case Studies,Instructional Materials,Computer Assisted Instruction,Pronunciation,Learning Activities,Dictionaries,Student Attitudes,Speech Communication,Audio Equipment,Pronunciation Instruction,Computer Software,Listening Skills,Instructional Design,Secondary School Students,Foreign Countries,Writing Skills,Computer Mediated Communication

Language learning, especially second language learning requires systematic practice and repetition. Students are introduced with the new words in class sessions and they practice them via traditional methods such as continuously writing the direct meaning of the word or using flash cards. Computers have the potential to bring more attractive and enjoyable features to instructional materials. This case study tries to contribute to the understanding of design, development and implication phases of computer-assisted language learning materials. Quantitative and qualitative methods were used. With regard to the dictionary page most of the students preferred to listen to the pronunciation of most of the words, but conflictingly almost none of the students tried to repeat the pronunciation of the words after listening. More than half of the students (72.7%) thought that practicing by doing activities (crossword puzzles) and interacting with the web based tool was joyful. The pace and understandability of its speech were positively perceived by the students. Technology like Ms-Agent can be useful especially for improving listening. Moreover, it can be used as an online assistant as students perceived the internet character as functional in guiding them.
School and District Leadership. Policy Snapshot
Author: Pechota, Damion
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Leadership Responsibility,Educational Quality,Administrator Effectiveness,Administrator Education,Certification,Mentors,Professional Development,Administrator Evaluation,Salaries,Incentives,Contracts,State Policy,State Legislation,Leadership Training

Research demonstrates that strong leadership has a positive impact on school quality. School and district leadership is second to classroom instruction, in terms of its influence on student learning. In addition, effective leaders are an important factor in the recruitment and retention of high-quality teachers. Because of this, states are developing policies to support district and school leaders throughout their careers. This Policy Snapshot -- exploring 2019 legislative activities related to school and district leadership -- organizes legislation around the career continuum: preparation, certification and licensure; induction, mentoring and professional development; evaluation; and compensation, incentives, and contracts.