ethanporcaro/eric-fulltext-meta huggingface dataset:
Intellectual College Development Related to Alumni Perceptions of Personal Growth
Author: Erwin, T. Dary
Date: 2012-00-00
Type: Journal Articles
Subjects: College Graduates,Alumni,Self Evaluation (Groups),Individual Development,Student Attitudes,Empathy,Persistence,Motivation,Responsibility,Intellectual Development,Rating Scales,Cognitive Development,Graduate Surveys,Measures (Individuals),Statistical Analysis,Creative Thinking,Inferences,Goal Orientation,Self Esteem,Social Attitudes,Multivariate Analysis,Longitudinal Studies

Alumni self-ratings of their personal growth were linked to their intellectual development during college four to seven years earlier. Graduates that were satisfied with their personal growth in the arts, creative thinking, making logical inferences, learning independently, exercising initiative, and tolerating other points of view had higher intellectual scores in Commitment and Empathy as undergraduates years earlier. These findings support a relationship between college student intellectual development and alumni perceptions of their personal growth. The implications of this study support continuing the custom of querying graduates about their earlier education, a practice in wide use already; and add to the validity of the Scale of Intellectual Development as a measure of college impact upon personal dispositions.
¡Preparados, Listos, Ya!: An Interpretative Case Study Centered on Teaching Hispanic Parents to Support Early Bilingual Literacy Development Prior to Kindergarten
Author: Lang, Diane E.
Date: 2009-11-00
Type: Journal Articles
Subjects: Parent Education,Hispanic Americans,Pilot Projects,Early Reading,Emergent Literacy,Bilingual Students,Preschool Children,Parent Participation,Learning Readiness,Mixed Methods Research,Coaching (Performance),Parents as Teachers,School Readiness,Case Studies,Screening Tests,Scores,Program Effectiveness,Hispanic American Students,Statistical Analysis

A parent training program pilot designed and implemented to develop early literacy skills of bilingual Hispanic pre-kindergarten students is described and analyzed through a case study approach. The program incorporated parent collaboration, bilingual literacy training and accessible literary themes to improve literacy prior to kindergarten. Developmental Indicators for the Assessment of Learning- third edition (DIAL-3) screening scores and qualitative evidence document the program's significant impact.
Agency in the Reconstruction of Language Identity: A Narrative Case Study from the Island of San Andrés
Author: Arias, Carlos Augusto
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Sociocultural Patterns,Language Attitudes,Language Planning,Social Status,Foreign Countries,Civil Rights,Multilingualism,Bilingualism,English (Second Language),Second Language Learning,Language Role,Personal Narratives,Creoles,Social Capital,Spanish,Diachronic Linguistics,African Languages,Engineering Education,Language Usage,Code Switching (Language),Qualitative Research,Discourse Analysis

The adoption of the English language paradigm and the subsequent implementation of bilingual policies worldwide are generating new linguistic hierarchies. These have an effect on the linguistic diversity at the sub-national level and on individuals' linguistic human rights. This article reports the results of a case study on an individual's re-engineering of his in-group language identity. Through the analysis of a narrative written by the participant (Fidel), this article intends to show the effects of language ideologies on the discursive and sociocultural practices of a member of a &quot;raizal&quot; community from San Andrés (Colombia). As a multilingual individual surrounded by multiple ideologies of language, covert and overt language policies, and language hierarchies of prestige dictated by a scope larger than his immediate social group, Fidel preserves, challenges, and transforms his in-group linguistic identity.
The Effect of Story Read-Alouds on Children's Foreign Language Development
Author: Norato Cerón, Catalina
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Proficiency,English (Second Language),Reading Comprehension,Reading Aloud to Others,Critical Thinking,Action Research,Reading Strategies,Journal Writing,Oral Language,Skill Development,Vocabulary Development,Schemata (Cognition),Children,Qualitative Research,Coding,Prediction,Illustrations,Prior Learning,Teaching Methods,Spelling,Audio Equipment,Foreign Countries,Grounded Theory

This action research project examines the impact of reading stories aloud on the development of children's reading and critical thinking strategies as well as on the improvement of English as a foreign language. Analysis of journal entries and transcriptions of recordings of the sessions were used to gather the information. Data collected revealed that children improved their speaking skills by talking about the story, and that they also learned new words they used to express their opinion even if they had a low proficiency in English. Findings also revealed that resources and methodologies helped students develop their critical thinking as well as their reading comprehension towards books.
Exploring Misunderstanding in Collaborative Research between a World Power and a Developing Country
Author: Bresciani, Marilee J.
Date: 2008-00-00
Type: Journal Articles
Subjects: International Cooperation,Research Projects,Phenomenology,Cultural Differences,Developed Nations,Developing Nations,Expectation,Qualitative Research,Researchers,Program Effectiveness,Foreign Countries,Interviews,Documentation

This phenomenological study explored what principal investigators from the United States and Mexico experienced when engaging in cross-cultural collaborative research projects. Participants were asked to articulate their understanding of collaboration. While the principal investigators did not vary on how they defined quality of research; their perceptions of collaboration varied. An agreement of understanding how effective collaboration is operationalized is pertinent to the improvement of student learning.
Assessing Course Redesign: The Case of Developmental Math
Author: Ariovich, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Higher Education,Remedial Mathematics,Community Colleges,Learning Modules,Computer Software,Electronic Learning,Mastery Learning,Computer Assisted Instruction,Student Attitudes,Teacher Attitudes,Program Evaluation,Qualitative Research,Statistical Analysis,Focus Groups

Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted modularization, a common course redesign method in which concepts are disaggregated into modules and delivered through computer software. Preliminary results from the quantitative analysis of student performance in redesigned courses have been mixed. The study discusses faculty and student views and experiences with modular math redesign in order to complement and help illuminate the results from the quantitative analysis. Using evidence from five focus groups, one with faculty and four with students, the paper provides insights on how to help faculty and students ease into their new roles and reshape those roles for an enhanced, more engaging, and more effective teaching and learning experience.
Creating Seamless K-16 Pathways: Role of Assessment
Author: Michaels, Hillary R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Assessment,Elementary Secondary Education,Postsecondary Education,Higher Education,College Preparation,College Readiness,Alignment (Education),Remedial Instruction,Costs,State Standards,Partnerships in Education

The large number of underprepared students entering the nation's two-and four-year colleges and universities has created what Levin and Calcagno (2008) consider a &quot;remediation crisis&quot; (p.181). Despite the recent attainment of high school diplomas, many incoming students are academically unprepared for college-level coursework in reading, writing, and mathematics (Levin &amp; Calcagno, 2008). The disconnect between high school competencies and college readiness poses a serious threat not only to President Obama's ambitious goal of having the highest proportion of college graduates in the world by 2020 (President Obama, Address to Joint Session of Congress, Feb. 24, 2009), but most importantly to the academic and career goals of today's youth. As Calcagno, Crosta, Bailey and Jenkins (2007) have noted, students who enter college through remedial pathways are less likely to graduate. The misalignment between K-12 and postsecondary expectations is a cause for serious concern, and educators must work together to bridge this ever-widening gap. Attempts to create a seamless K-16 system have been stymied by the severe lack of information that K-12 and postsecondary educators as well as prospective college students have regarding each other's expectations and goals. This article explores the effects of misalignment on assessment, current state initiatives, and using collaboration and communication for better alignment. It concludes that colleges and universities may have varied perceptions of students' college-readiness based on the selectivity of the institution. Creating a seamless K-16 pathway is undoubtedly challenging; however, it seeks to improve student outcomes by increasing access and enhancing academic support. President Obama has set an ambitious goal that will require cooperation and collaboration from educational institutions at all levels as it depends greatly on the ability of P-16 institutions to retain and strengthen students.
The Effect of Standardized Testing on Historical Literacy and Educational Reform in the U.S.
Author: Maranto, Julie Hisey
Date: 2015-00-00
Type: Journal Articles
Subjects: Standardized Tests,Educational Testing,Educational Change,History Instruction,United States History,Elementary Secondary Education,Scores,National Competency Tests,Public Education

History, when taught properly, and by instructors who are well grounded in the subject matter, is engaging and enlightening. Presently, through insipid curriculum and lack of class time, generations of students are being deprived of a grasp of American history that gives meaning and depth to the concept of citizenship. This article discusses the history of public education in the United States, which extends back to the earliest days of the nation. Calls for educational reform began almost as soon as the public school system became an established American institution, which resulted in the first standardized test being designed and administered in 1845. The release of the 1983 report, &quot;A Nation at Risk,&quot; listed &quot;social studies&quot; as an area that should receive attention, &quot;language, science and mathematics&quot; were the subject areas viewed as most essential to &quot;confidently launch[ing]...children into today's world&quot; (&quot;Education,&quot; 1983, p41-42). The release of the report and the ensuing attention it received proved to be the decisive moment at which data collection--almost exclusively in the disciplines of math and reading--became the driving force behind education reform, and the study of history was quickly relegated to a distant secondary status. Time spent on teaching social studies cannot be justified when only math and reading scores determine funding levels, and ultimately, the fate of individual schools. This article explains the following in regard to historical literacy in standardized testing: (1) Score Comparisons; (2) Effects on Curriculum; (3) Opposition; and (4) Test Design Issues.
For Tests That Are Predictively Powerful and without Social Prejudice
Author: Soares, Joseph A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Aptitude Tests,College Entrance Examinations,Educational Benefits,Barriers,Predictive Validity,Educational Discrimination,Social Bias,Scores,Standardized Tests,Gender Discrimination,Racial Discrimination,Family Income,Racial Bias,Gender Bias,Test Items,Student Evaluation,Admission Criteria,College Admission

In Philip Pullman's dark matter sci-fi trilogy, there is a golden compass that in the hands of the right person is predictively powerful; the same was supposed to be true of the SAT/ACT--the statistically indistinguishable standardized tests for college admissions. They were intended to be reliable mechanisms for identifying future trajectories, not unlike a meritocratic fortune telling device. In Pullman's novels, the compass works; however in the real world, the predictive accomplishments of the SAT/ACT are sadly less dramatic. This country has labored long, misdirected by an old-compass admissions system, designed in the heyday of eugenics, which worked more effectively to exclude social &quot;undesirables&quot; than to include those who were academically fit. In the last two decades, however, nearly a third of four-year-degree-granting institutions have gone &quot;test-optional&quot; breaking in part or whole with the old-compass camp. New tools, often called non-cognitive tests, which statistically outperform previous tests and do so without transmitting social disparities, have been used by thousands of students at universities as diverse as Tufts, DePaul, and Oklahoma State. Today, there are good reasons to be optimistic about the progress being made in the real world. In this article, the author discusses the downfalls of SAT/ACT tests. Research has shown that these tests are less predictive than the high-school record, add little value, are redundant with information provided by the high school transcript, are discriminatory--test score disparities by gender, race, and family income, and include racial bias or gender bias in the question selection. In place of these tests, the author calls for higher education admissions tools worthy of the 21st century. He presents evidence that private colleges in particular are best served by going &quot;test-optional.&quot; In their statistical simulation, private colleges got more racial and SES (socioeconomic status) diverse and academically stronger students, as judged by high school grades and AP exam scores, by going test-optional. Public universities, on the other hand, did best by an admissions policy they dubbed &quot;don't ask, don't tell,&quot; where the institution would not even look at test scores. State universities got academically stronger students, and more social diversity when they admit without any reference to test scores.
Assessment of Robust Learning with Educational Data Mining
Author: Baker, Ryan S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Assessment,Data Collection,Information Retrieval,Learning Processes,Outcomes of Education,Comparative Analysis,Case Studies,Genetics,Student Evaluation,Tests,Bayesian Statistics,Intelligent Tutoring Systems,Metacognition,College Students,Alternative Assessment,Computer Assisted Testing

Many university leaders and faculty have the goal of promoting learning that connects across domains and prepares students with skills for their whole lives. However, as assessment emerges in higher education, many assessments focus on knowledge and skills that are specific to a single domain. Reworking assessment in higher education to focus on more robust learning is an important step towards making assessment match the goals of the context where it is being applied. In particular, assessment should focus on whether learning is robust (Koedinger, Corbett, &amp; Perfetti, 2012), whether learning occurs in a way that transfers, prepares students for future learning, and is retained over time; and also on skills and meta--competencies that generalize across domains. By doing so, we can measure the outcomes that we as educators want to create, and increase the chance that our assessments help us to improve the outcomes we wish to create. In this article, we discuss and compare both traditional test--based methods for assessing robust learning, and new ways of inferring robustness of learning while the learning itself is occurring, comparing the methods within the domain of college genetics.
What Form of Language Education Do Immigrant Parents Want? An Investigation into the Educational Desires of Members of Ontario's Arab Community
Author: Shoukri, Bobbie Lynn R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Immigrants,Parent Attitudes,Arabs,Foreign Countries,Second Language Instruction,English (Second Language),French,Semitic Languages,Elementary Schools,Questionnaires,Documentation,Content Analysis,Heritage Education,Language Maintenance,Bilingualism,Qualitative Research

The purpose of this study is to investigate the language education desires [whether they be English as a second language (ESL), French as a second language (FSL), and/or heritage language classes] and needs of one segment of Ontario's ESL population, Arabic speakers, and to determine if those desires vary from the current language education offerings in Ontario's elementary schools. The findings in this study, provided by data collected from document analysis and an online questionnaire, suggest that members of Ontario's Arab community strongly value the learning of multiple languages. Also, although all participants agree that learning French is important; most agree that learning English is more important. Furthermore, in addition to supporting Ontario's bilingual language education program, members of Ontario's Arab community also desire heritage language classes. The majority of participants in this study would like their children to have access to Arabic at school to maintain their L1 and this desire is further supported by the almost 87% who agree that their children's use of Arabic is decreasing.
Peer Review and Organizational Learning: Improving the Assessment of Student Learning
Author: Herndon, Craig
Date: 2006-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Assessment,Institutional Autonomy,Peer Evaluation,Organizational Culture,Learning,Learning Processes,Critical Thinking,Oral Language,Communication Skills,Higher Education,Communities of Practice,College Students

Virginia's assessment of student learning outcomes has been lauded by national organizations for its respect of institutional autonomy while providing meaningful information on student learning outcomes. Virginia recently implemented a process by which each institution's plan to assess student learning outcomes are evaluated by peer institutions. The application of peer review to plans for assessment is described in greater detail and critiqued using the theoretical lens afforded by organizational learning. The article concludes with discussion and recommendations for the improvement of the peer review process as it applies to assessment.
Does It Matter How Data Are Collected? A Comparison of Testing Conditions and the Implications for Validity
Author: Barry, Carol L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Testing,Context Effect,Comparative Analysis,Test Validity,Self Efficacy,Factor Structure,Goodness of Fit,Self Concept Measures,Online Surveys,College Students,Factor Analysis

The effects of gathering test scores under low-stakes conditions has been a prominent domain of research in the assessment and testing literature. One important area within this larger domain concerns the implications of a test being low-stakes on test evaluation and development. The current study examined one variable, the testing context, that could impact students' responses during low-stakes testing, and subsequently the decisions made when using the data for test refinement. Specifically, the factor-structure of college self-efficacy scores was examined across three low-stakes testing contexts, and results indicated differential model-data fit across conditions (the very controlled context yielded the best model-data fit), implying that testing conditions should be seriously considered when gathering low-stakes data used for instrument development.
Can Institutions Have Quality Programming without Utilizing a Systematic Outcomes-Based Assessment Process?
Author: Weiner, Lauren
Date: 2011-00-00
Type: Journal Articles
Subjects: College Outcomes Assessment,Service Learning,Educational Quality,Case Studies,Comparative Analysis,Program Implementation,Program Effectiveness,Community Colleges,Universities,Educational Objectives,Feedback (Response),Surveys,Interviews,Focus Groups

The researchers explored whether implementation of a systematic outcomes-based assessment process is necessary for demonstrating quality in service learning programs at a two-year and a four-year institution. The findings revealed that Western Community College and the University of the Coast maintained quality service-learning programs, which met their established learning goals and reflected the community's needs, by incorporating numerous components of a systematic outcomes-based assessment process, even though this process had not been established.
Measuring Students' Cognitive Engagement on Assessment Tests: A Confirmatory Factor Analysis of the Short Form of the Cognitive Engagement Scale
Author: Smiley, Whitney
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Learner Engagement,Student Motivation,Measures (Individuals),Student Evaluation,Educational Assessment,Scores,Factor Structure,Cognitive Style,Factor Analysis

Motivational theory is often used to develop strategies for boosting student effort on assessments, particularly in low stakes situations. Increasing students' cognitive engagement on such assessments may also impact student effort. However, before such interventions can be evaluated, a sound measure of cognitive engagement must be identified. This study examines the factor structure of a scale (CE-S) modified to measure students' cognitive engagement specifically on assessment tests. A 2-factor model of cognitive engagement supports the interpretation of two subscale scores. The relationship between these subscale scores and scores on measures of motivation and goal orientation further supports two separate subscales of cognitive engagement. Future research and implications for use of the CE-S in assessment practice is discussed.
Finding the Right Fit: Choosing an Assessment Conference
Author: Zelna, Carrie L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Assessment,Conferences (Gatherings),Professional Associations,Higher Education

There was a time when gaining the necessary training and skills to conduct quality learning assessment could be a challenge. Fortunately, this is no longer the case as formal educational programs are now available through some graduate schools, and there are many outstanding assessment conferences. Faculty, staff, and administrators sometimes struggle when researching the options for continuing education. This article provides choices to consider when selecting an event, as well as an abbreviated list of regional and national conferences.