ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Pre-Service Science Teachers' Views about the Methods Which Develop Reflective Thinking
Author: Töman, Ufuk
Date: 2014-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Teacher Attitudes,Foreign Countries,Reflection,Thinking Skills,Skill Development,Reflective Teaching,Statistical Analysis,College Students,Teaching Skills,Microteaching,Lesson Plans,Self Evaluation (Individuals),Journal Writing,Interviews

In this study, we investigate of science and technology pre-service teachers' opinions about the methods developed reflective thinking and we determined at the level of reflective thinking. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of data for obtained student's through. Solution to the problems encountered in practice as a method for the production of research so descriptive research approaches used in the survey method. This study was applied Department of Science Teaching at the Faculty of Education students in the third class. Department of Science Teaching 32 students participated the study in Bayburt University. The 32 students in the sample and all of the mare 18 female and 14 male. The findings of the study about students opinion for reflective thinking skills that most of the prospective science teachers' technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills is not at all note worthy. In addition, pre-service teachers have expressed their positive contributions to the teaching skills of the methods developed for reflective thinking. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations. Key Words: The methods developed reflective thinking, Descriptive reflective thinking, Critical reflective thinking, Pre-service science teachers.
Talented Students' Satisfaction with the Performance of the Gifted Centers
Author: Al-Zoubi, Suhail Mahmoud
Date: 2015-12-00
Type: Reports - Research
Subjects: Foreign Countries,Academically Gifted,Learning Centers (Classroom),Questionnaires,Likert Scales,Student Satisfaction,Statistical Significance,Student Evaluation of Teacher Performance,Enrichment,Teaching Methods,Peer Relationship,Educational Facilities,Program Evaluation,Gender Differences,Statistical Analysis

This study aimed to identify talented students' levels of satisfaction with the performance of the gifted centers. The sample of the study consisted of (142) gifted and talented students enrolled in the Najran Centers for Gifted in the Kingdom of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The results revealed that talented students were highly satisfied with the administration and teachers, whereas they were only moderately satisfied with enrichment activities, teaching methods, student relationships and facilities and equipment. Moreover, results also showed that there were no significant differences could be attributed to gender or to the level of schooling.
Evaluating SAT® II: Mathematics IC Items in the SAT I Population. Research Report No. 2005-3
Author: Liu, Jinghua
Date: 2005-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Mathematics Tests,Test Items,Difficulty Level,Comparative Analysis,Item Analysis,Test Bias

This study explored whether the addition of the items with more advanced math content to the SAT Reasoning Test™ (SAT®) would impact test-taker performance. Two sets of SAT math equating sections were modified to form four subforms each. Different numbers of items with advanced content, taken from the SAT II: Mathematics Level IC Test (Math IC), were embedded in the subforms. The number of Math IC items in a 25-item subform ranged from zero to six. The subforms were spiraled to obtain approximately equal numbers of examinees of roughly equal ability for all subforms. The Math IC items turned out to be more difficult than the SAT math items they replaced; therefore, there was a negative relationship between mean performance and number of Math IC items in the subforms. To examine possible indirect context effects of Math IC items, the 19 common SAT items across the subforms within a set were examined. When this was done, interset differences in performance disappeared. This finding supports the notion that test-taker performance is not affected by the mere presence of Math IC items. Rather, the effects of these items appear to be linked directly to the difficulty level of the items.
Examination of College Performance by National Merit Scholarship Program Recognition Level. Research Report 2011-10
Author: Marini, Jessica P.
Date: 2011-00-00
Type: Reports - Research
Subjects: Merit Scholarships,Admission Criteria,Selection Criteria,Recognition (Achievement),Competitive Selection,Academic Achievement,College Students,Grades (Scholastic),Academic Persistence,School Holding Power,Grade Point Average,Validity,Evidence,Predictor Variables,Success,Cohort Analysis,College Entrance Examinations

The current study examined the validity of the selection process used for the National Merit Scholarship Program (NMSP) to identify scholarship winners. Namely, this study examined whether students who advanced to higher NMSP recognition levels (Commended Students, Semifinalists, and various levels of award winners) had higher college performance, as indexed by first-year college grades and second-year retention rates. Based on a sample of nearly 400,000 college students, the results indicated that students who advance to higher NMSP recognition levels did earn higher FYGPAs and were more likely to return for their second year of college. In sum, these findings provide validity evidence in support of the NMSP selection process for identifying students who are most likely to succeed in college and deserving of a National Merit Scholarship.
Primary Sources. Update: Teachers' Views on Common Core State Standards
Author: Bill and Melinda Gates Foundation
Date: 2014-00-00
Type: Reports - Research
Subjects: Teacher Attitudes,Common Core State Standards,Teacher Surveys,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Followup Studies,National Surveys

Scholastic and the Bill &amp; Melinda Gates Foundation fielded the third edition of the &quot;Primary Sources&quot; survey of America's teachers in July 2013 (see ED562664). Twenty thousand pre-K through grade 12 public school teachers responded, sharing their perspectives on issues important to their profession, including the Common Core State Standards. The results documented teachers' enthusiasm for implementation of the standards, even as they acknowledged challenges ahead. In July 2014, Scholastic and the Bill &amp; Melinda Gates Foundation invited the same teachers who responded to the 2013 survey, and who teach in the more than 40 states where the Common Core State Standards are being implemented, to take a follow-up survey to indicate how implementation is going in their schools and classrooms. The teachers were also asked what impact, if any, the standards are having on their classrooms, students and families. More than 1,600 pre-K through grade 12 teachers responded from 43 states and the District of Columbia. In the 2014 follow-up survey, key findings include: (1) Teachers are now more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013); (2) Further, teachers are beginning to see positive changes in their own classrooms, particularly those who have had more experience with the standards; (3) Eighty-four percent (84%) of teachers who have experienced more than one year of full implementation with the Common Core also say they are enthusiastic about the implementation of the new standards; (4) Fewer teachers overall this year than last say that they are enthusiastic about Common Core implementation (68% in 2014 vs. 73% in 2013); teachers are now also more likely to say implementation is challenging (81% in 2014 vs. 73% in 2013); and (5) Teachers continue to need support and resources, identifying Common Core-aligned instructional materials (86%), quality professional development (84%) and additional planning time (78%) and opportunities to collaborate (78%) as critical to ensure successful implementation. An appendix presents survey results, by total.
Global Competency Education. Research Brief 2013-1
Author: Di Giacomo, F. Tony
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Global Education,Global Approach,Skill Development,Educational Needs,Thinking Skills,Metacognition,Interpersonal Competence,Beliefs,World Views,Higher Education

Every year in the United States, millions of students graduate with some type of postsecondary credential--certificate, associate, or bachelor's degree--and discover they are not, or are identified as not being, adequately prepared to compete in the increasingly global economy. A recent McKinsey &amp; Company study, Education to Employment, reported that less than half of U.S. student respondents believe their postsecondary studies improved their employment opportunities and half of U.S. employer respondents say a skills shortage is a leading reason for entry-level vacancies--and this trend is worldwide. By 2018, the United States will need approximately 22 million new Associate's degrees or greater to fill new and replacement job projections, but will have three million fewer postsecondary degrees than needed. This reality brings forward the question: How do we ensure that those with a postsecondary credential are prepared for a rapidly changing and globalized economy? A first and necessary step is the Common Core State Standards (CCSS), which, at this time, have been adopted by forty-five states, the District of Columbia, four territories, and the Department of Defense. As is well-documented, CCSS raises college and career readiness expectations for all students in the United States. Curricula, assessments, and teaching, however, will need to include and integrate global competency skills to ensure that students are prepared to succeed in the workforce. Toward that end, this brief is intended to support educators in preparing the next generation of students for college and career in an interconnected and hyper changing world by highlighting key, relevant concepts germane to comparative education.
Examination of Fatigue Effects from Extended-Time Accommodations on the SAT Reasoning Test™. Research Report No. 2007-1. ETS RR-07-31
Author: Laitusis, Cara Cahalan
Date: 2007-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Time,Timed Tests,Fatigue (Biology),High School Students,College Bound Students,Comparative Analysis,Logical Thinking,Environmental Influences,Test Items,Critical Reading,Scores,Test Bias,Writing Skills,Reading Skills,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Mathematics Skills

This study examined operational data from the SAT Reasoning Test™ to determine if students who tested under extended-time conditions were suffering from excessive fatigue relative to students who tested under standard-time conditions. Excessive fatigue was defined by significant (a) increases in differential item functioning (DIF) and (b) decreases in item completion rates, for items at the end of testing compared to the beginning of testing. Both of these factors were examined by comparing the performance of students who tested under standard time to students who tested with extended time on items administered early (section position 2 or 3) and different items administered late (section position 8, 9, or 10) during the 10-section test administration. The sample included students with learning disabilities and/or Attention-Deficit/Hyperactivity Disorder (ADHD) who tested with extended time (time and a half or double time) and students without disabilities who tested under standard-time conditions. Analyses were conducted on the critical reading and writing sections of the SAT® and examined item difficulty as well as item completion rates. Results indicated few changes in levels of DIF (early in the test compared to late in the test). In addition, item completion rates for students who received extra time were comparable to (or in some cases higher than) test-takers without disabilities who tested under standard time on both early and late sections. The following tables are appended: (1) DIF Results by Item for Form 1 Writing (Standard and Time and a Half); (2) DIF Results by Item for Form 1 Writing (Standard and Double Time); (3) DIF Results by Item for Form 2 Critical Reading (Standard and Time and a Half); and (4) DIF Results by Item for Form 3 Critical Reading (Standard and Double Time).
The Benefits of Preschool: Do Children Who Attend Preschool Prior to Kindergarten Achieve Higher Test Scores
Author: Harrington, Julie
Date: 2015-08-15
Type: Reports - Research
Subjects: Kindergarten,Program Effectiveness,Outcomes of Education,Reading Ability,Reading Skills,Comparative Analysis,Preschool Education,Curriculum,Accountability,Literacy Education,At Risk Persons,Correlation,Hypothesis Testing,Vocabulary Development,Reading Comprehension,Emergent Literacy,Scores,Parent Participation,Educational Legislation,Federal Legislation,Quasiexperimental Design,Reading Tests,Statistical Analysis

The purpose of this quantitative study was to determine what, if any, impact that attending a four year old kindergarten program had on five year old kindergarteners reading ability as measured by Dominie testing, compared to those five year olds who did not attend a four year old program at Inman Elementary School. The significance of this study was to not only determine if there is a difference in aptitude and ability in the area of basic reading skills, concepts about print, but to find the strengths in the curriculum content taught in our preschool program at Inman Elementary School. The researcher strived to use the information gained through this study to build a more comprehensive curriculum for the four year old program and promote progress in school readiness. There is a great deal of money, time, and effort put into these preschool programs nation-wide. Is it worth it? Are the results truly showing a benefit or is just an academic daycare at its best? A copy of the research proposal is appended.
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
Author: Swanson, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Social Studies,Language Arts,Reading Comprehension,Reading Instruction,Teaching Methods,Educational Practices,Time on Task,School Districts,Urban Schools,Rural Schools,Classroom Observation Techniques,Interrater Reliability,Vocabulary Development

This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional practices supportive of vocabulary and reading comprehension to differing degrees in social studies and language arts. The proportion of time spent reading text was roughly the same across the 2 subjects, with differences by text type, reading mode, and grade level within both subject areas. [At time of submission to ERIC this article was in press with &quot;Reading and Writing Quarterly.&quot;]
Everyone Gains: Extracurricular Activities in High School and Higher SAT® Scores. Research Report No. 2005-2
Author: Everson, Howard T.
Date: 2005-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Extracurricular Activities,Scores,Structural Equation Models,College Bound Students,Student Participation,Differences,Minority Group Students,Economically Disadvantaged,Academic Achievement

This report presents evidence that links participation in extracurricular activities (ECAs) in high school with higher SAT Reasoning Test™ (SAT®) scores. Using structural equation models (SEMs) with latent means, we analyzed data from a national sample of college-bound high school students. A series of structural equation models--isolating the influence of ECAs on SAT verbal and mathematics scores--were fit simultaneously to eight subgroups (disaggregated by both gender and ethnicity) of high school students. The SEMs analyses suggest: (1) that often observed group differences in SAT scores shrink, and (2) that students' levels of participation in ECAs in high school are related to meaningful gains in SAT scores, once the influences of socioeconomic background and academic achievement are controlled statistically. These analyses suggest that participation in ECAs benefits minority and socioeconomically disadvantaged students as much as, or more than, economically advantaged white students. These findings support the conclusion that supplementary education programs benefit minorities and disadvantaged high school students who are often ill-served by traditional academic curricula.
Examining the Linearity of the PSAT/NMSQT®-FYGPA Relationship. Research Report 2011-7
Author: Marini, Jessica P.
Date: 2011-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Grade Point Average,High Achievement,Regression (Statistics),Goodness of Fit,Effect Size,Correlation,Scaling,College Freshmen,Screening Tests,High School Students

There is a common misperception that test scores do not predict above a minimum threshold (Sackett, Borneman, &amp; Connelly, 2008). That is, test scores may be useful for identifying students with very low levels of ability; however, higher scores are considered unrelated to higher performance for those above a certain threshold. This study aims to examine whether this is true for the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), which is used for that very purpose -- to differentiate among very high performing students. The linearity of the relationship between PSAT/NMSQT scores and first-year college GPA (FYGPA) was explored in this paper, using a regression approach. This relationship was explored over the entire range of the PSAT/NMSQT score scale, known as the Selection Index, ranging from 60 to 240 as well as the upper end of the score scale (= 200), where initial screening decisions are made for scholarship programs conducted by National Merit Scholarship Corporation (NMSC). For the full PSAT/NMSQT scale, the addition of a quadratic term improved model fit; however, the effect size was small as indexed by the change in the squared multiple correlation coefficient (R2) of 0.001. That is, including PSAT/NMSQT Selection Index2 in the model accounted for an additional 0.1% of variance in FYGPA. As for the subset of students who had a PSAT/NMSQT score of 200 or higher, the results indicated a strong linear relationship, which suggests that even among very high-scoring students, the PSAT/NMSQT score scale differentiates between students in terms of academic success measured by grades earned in the first year of college. In sum, the results of this study support the use of the PSAT/NMSQT as a screening tool for selecting Merit Scholarship winners.
Effects of Extended Time on the SAT® I: Reasoning Test Score Growth for Students with Learning Disabilities. Research Report No. 1998-7
Author: Camara, Wayne J.
Date: 2005-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Learning Disabilities,Scores,Testing Accommodations,Change,High School Students,Achievement Gains,Comparative Analysis

Tests administered with accommodations to persons with disabilities have been considered nonequivalent to tests administered under standardized conditions to nondisabled test takers. This study examined the score change patterns for learning disabled students completing extended-time administrations of the SAT I: Reasoning Test in comparison to nondisabled students retesting under standard-time administrations. Results illustrate that learning disabled students generally performed about 0.5 of a standard deviation below nondisabled test takers. However, the mean score gain for learning disabled students first completing a standard-time SAT and retesting under an extended-time SAT was more than three times as large as the mean score gain for both nondisabled students testing under standardized conditions and learning disabled students testing with extended time on both occasions. An appendix contains supplementary tables. [This research was funded through the Joint Staff Research and Development Committee of ETS and the College Board.]
Effect of Fewer Questions per Section on SAT® I Scores. Research Report No. 2003-2. ETS RR-03-08
Author: Bridgeman, Brent
Date: 2003-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Items,Timed Tests,Verbal Tests,Mathematics Tests,Scores,Achievement Gains,Statistical Analysis,High School Students

The impact of allowing more time for each question on SAT® I: Reasoning Test scores was estimated by embedding sections with a reduced number of questions into the standard 30-minute equating section of two national test administrations. Thus, for example, questions were deleted from a verbal section that contained 35 questions to produce forms that contained 27 or 23 questions. Scores on the 23-question section could then be compared to scores on the same 23 questions when they were embedded in a section that contained 27 or 35 questions. Similarly, questions were deleted from a 25-question math section to form sections of 20 and 17 questions. Allowing more time per question had a minimal impact on verbal scores, producing gains of less than 10 points on the 200-800 SAT scale. Gains for the math score were less than 30 points. High-scoring students tended to benefit more than lower-scoring students, with extra time creating no increase in scores for students with SAT scores of 400 or lower. Ethnic/racial and gender differences were neither increased nor reduced with extra time. Item-Level Results for Study 2 are appended.