ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impression of Formative Assessment in the Immediate EFL Learning Improvement: Investigation of Pre-Service Teachers&apos; Percipience in English for Teachers Course
Author: Naka, Laura
Date: 2023-03-00
Type: Journal Articles
Subjects: Formative Evaluation,English (Second Language),Second Language Learning,Preservice Teachers,Second Language Instruction,Class Activities,Evaluation Methods,Student Evaluation

Formative assessment has been often encouraged recently as a pivot component in the methodology of evaluation but the student's views of how this affects the improvement of language learning in some countries are disregarded in a way. Therefore, the following study investigates the experiences of students (pre-service teachers) in formative assessment and the tools used for its implementation. Student assessment is determined following the learning outcomes that answer the questions of what students are supposed to know at the end of the course. Therefore, through various activities and tasks that receive answers to these questions, the teacher evaluates the knowledge and skills of the students in the English language course. The study aims to display the impact of formative assessment in ameliorating learning and to figure out the assessment tools used to assess the students. The study analyzed students' perceptions and their approach to formative assessment utilization. The Formative Assessment appears as a dignified way to raise the quality of learning, and as a result, the students achieve their goal to pass the exam successfully and get high grades. To acquaint their perspectives, 85 students as study respondents took part in the research in which both quantitative and qualitative methods were used. The quantitative research data from the questionnaire were analyzed through the SPSS platform, while the qualitative research data extracted from the focus group are presented through descriptive analysis, in the form of quotations. The findings of the questionnaires evinced the students' views on formative assessment and further, data from focus group discussions validated the reasonableness of what the students perceived in the questionnaire. Implications recommended that in addition to the tiresome work of continuously preparing during the teaching, EFL teachers can meet the individual needs of the students depending on the differences they have among themselves.
The Imagineering Learning Model with Inquiry-Based Learning via Augmented Reality to Enhance Creative Products and Digital Empathy
Author: Sreejun, Surang
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Computer Simulation,Creativity,Empathy,Educational Technology,Expertise,Models,Teaching Methods,Skill Development,Program Effectiveness

The objectives of this research are (1) to study and synthesise the conceptual framework of the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy, (2) to develop the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy, and (3) to study the results after using the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy. The participants in this research include seven experts from various institutions, all of whom are specialised in the design and development of instruction models and instruction systems. The research tools consist of (1) the imagineering learning model with inquiry-based learning via augmented reality, and (2) the evaluation form on the suitability of the imagineering learning model with inquiry-based learning via augmented reality. According to the results of this research, it is found that (1) the conceptual framework of this research includes instruction system, imagineering learning, inquiry-based learning, augmented reality technology, creative products, and digital empathy, (2) the imagineering learning model with inquiry-based learning via augmented reality consist of four factors, i.e., input factor, learning process, output, and feedback, and (3) the study of the results after using the imagineering learning model by seven participants shows that 3.1) the overall suitability of the development of the imagineering learning model with inquiry-based learning via augmented reality (overall elements) is at the highest level (Mean = 4.69, SD. = 0.47), and 3.2) the overall suitability of the development of the imagineering learning model with inquiry-based learning via augmented reality is at the highest level (Mean = 4.70, SD. = 0.46).
10 Years of Building Good Teachers for Community Development: Local Conservation for Sustainable Development
Author: Mathai, Rungrat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Community Development,Conservation (Environment),Sustainable Development,Rural Education,Moral Values

Loei Rajabhat University's Kru Rak Thin Project aims to produce and develop a new generation of teachers who are committed to reducing inequality and increasing educational opportunities for the needy and underprivileged. This project is a collaboration between the Equitable Education Fund (EEF) and Loei Rajabhat University. The project selects disadvantaged students from rural areas who have a passion for teaching and provides them with the opportunity to pursue a high-quality bachelor's degree. After graduation, these students return to their local communities to work as teachers. The Kru Rak Thin Project has selected 33 students from rural areas covering eight provinces, namely Buriram, Nakhon Ratchasima, Roi Et, Chaiyaphum, Mukdahan, Sakon Nakhon, Udon Thani, and Loei. The project began producing students in the academic year 2020, with the goal of creating competent and dedicated teachers for the community and fostering sustainable development. Loei Rajabhat University plans to continuously support and develop the selected students from the production stage until their recruitment as government teachers in local schools over a ten-year period. The university has designed the Kru Rak Thin Student Development Project (Enrichment Program) to meet the Teacher Professional Standards of 2019, the characteristics of Kru Rak Thin, and the identity of graduates of the Faculty of Education, Loei Rajabhat University. The project focuses on developing teachers who are passionate about their local communities and who possess the necessary qualities to build a sustainable settlement. The project follows a ten-year plan for the development of these teachers. In the first year, the emphasis is on teacher cultivation, while the second year focuses on being well-versed in teaching. The third year aims to develop innovative teaching methods, and the fourth year is dedicated to contributing to society. The fifth year focuses on becoming an assistant teacher, while the sixth year emphasizes knowledge acquisition and hard work. In the seventh year, the focus is on self-development and work development, while the eighth year is dedicated to teaching like a professional. The ninth year emphasizes community development, and the tenth year focuses on sustainable settlement development.
Delineating Discrepancies between TOEFL PBT and CBT
Author: Yulianto, Ahmad
Date: 2023-03-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Format,Comparative Analysis,Scores,Time Management,Gender Differences,Undergraduate Students,Correlation,Computer Literacy,Computer Use,Test Use,Test Construction,Second Language Learning,English (Second Language),Language Tests,Student Attitudes,Foreign Countries

The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode's effects on participants' performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19-21 years (M = 20, SD = 0.66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female's scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.
Implementing Peer-Dynamic Assessment to Cultivate Iranian EFL Learners&apos; Interlanguage Pragmatic Competence: A Mixed-Methods Approach
Author: Azizi, Zeinab
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Evaluation Methods,Second Language Learning,Second Language Instruction,Language Tests,Intervention,English (Second Language),Learning Theories,Social Theories,Comparative Analysis,Interlanguage,Pragmatics,Cues,Speech Acts,Language Proficiency,Student Improvement

Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be introduced and practiced as an alternative approach. Thus, this study aimed to investigate the effects of peer-DA on cultivating Iranian upper-intermediate EFL learners' interlanguage pragmatic (ILP) competence. Additionally, it was to disclose how peer-DA leads to improving the learners' ILP competence. To achieve these aims, a sample of 84 upper-intermediate EFL learners, including females was selected through a convenience sampling method at Iran Language Institute in Borujerd City, Iran. Then, a total of 37 EFL learners whose scores fell around the mean score were selected and randomly assigned to two groups, namely an experimental (n = 19) and a control (n = 18). Then, they went through a pre-test, interventions (lasting 16 one-hour sessions held two times a week), and a post-test. The experimental group's interactions were meticulously recorded. The collected data were analyzed through two independent samples t-tests, and the microgenetic development approach. Findings documented a statistically significant difference between the experimental group and control group concerning the gains of ILP competence on the post-test. Furthermore, the results of the microgenetic development analysis evidenced how the gradual, contingent prompts could lead to noticeable improvements in the learning of ILP features. These findings may have some pedagogical implications for different stakeholders.
Changes in HBCU Financial Aid and Student Enrollment after the Tightening of PLUS Credit Standards
Author: Johnson, Matthew T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Black Colleges,Student Loan Programs,Federal Programs,Federal Aid,Enrollment Trends,Undergraduate Students,Statistical Analysis,Income,Low Income Groups,Socioeconomic Status,Educational Policy,Change,Institutional Characteristics,African American Students,Hispanic American Students,Ethnic Groups,Racial Differences,Paying for College,Eligibility,Parent Financial Contribution,Trend Analysis,Economic Factors

We analyze changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) that occurred after the U.S. Department of Education increased the credit history requirements necessary to obtain Parent Loans for Undergraduate Students (PLUS). We use institution-level data to examine financial aid and enrollment changes in the first two academic years affected by the new credit standards (2012-13 and 2013-14). The results show that PLUS loans declined substantially at HBCUs in 2012-13, and the decreases were not fully replaced by other types of federal financial aid. HBCUs also experienced larger declines in enrollment than other institutions--particularly for first-year students. Though PLUS loans increased somewhat in 2013-14 after the U.S. Department of Education streamlined the appeals process for PLUS denials, enrollment at HBCUs continued to decline.
Reassessing the Role of Federal Aid Policy in Financing 21st Century Higher Education for Underserved Groups: Recent Trends, Contemporary Problems, and New Proposals
Author: Serna, Gabriel R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Federal Aid,Financial Support,Educational Equity (Finance),Educational Policy,Student Financial Aid,Low Income Students,Disadvantaged,Trend Analysis,Higher Education,Student Loan Programs,Tax Credits,Military Personnel,Veterans,Veterans Education,Work Study Programs,Grants,Program Effectiveness,Barriers,First Generation College Students

This review explores the expanding role of federal aid policy considered from a contemporary and social justice perspective. It highlights recent trends in aid policy as well as difficulties that arise from the current system. Next, the review takes up an analysis of current aid policy that carefully considers equity and efficiency as primary criteria for funding public higher education. Through a meticulous review of the most up-to-date literature and data it then moves on to new proposals to increase equity, efficiency, and effectiveness with an eye toward increasing access and attainment. Indeed, a general takeaway from this review is that the federal role in financing 21st Century higher education is unlikely to diminish. Finally, research clearly points to what works, an important question however, is whether policy can be made to align with what is known about lowering financial barriers for underserved groups, particularly under the new Trump Administration.
A Case Study of Undergraduate Debt, Repayment Plans, and Postbaccalaureate Decision-Making among Black Students at HBCUs
Author: Baker, Dominique J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Debt (Financial),Loan Repayment,Undergraduate Study,College Graduates,Decision Making,African American Students,Black Colleges,Information Sources,Student Attitudes,Psychological Patterns

High payments and default on undergraduate debt have consequences; they are of national concern if aversion to debt deters students from making optimal postbaccalaureate decisions on postbaccalaureate educational aspirations, enrollment, and early-career occupation. I conducted two semi-structured interviews, near graduation and six months later, with six recent graduates of an HBCU who borrowed at some point in their undergraduate career and were required to complete federal exit counseling. I found that the relationship between undergraduate debt and postbaccalaureate decision-making is partially explained by the themes of timing and structure of information, family as a source of knowledge, comfort with the amount borrowed, and the realities of postbaccalaureate decision-making. The results suggest that following students past graduation is critical because the students' reported confidence or emotional state can change as repayment draws closer.
Intended and Unintended Consequences of For-Profit College Regulation: Examining the 90/10 Rule
Author: Ward, James D.
Date: 2019-00-00
Type: Journal Articles
Subjects: For Profit Colleges,Higher Education,Educational Finance,Federal Regulation,Student Financial Aid,Federal Aid,Educational Legislation,Federal Legislation,Government School Relationship,Tuition,Selective Admission,Educational Equity (Finance),Educational Attainment,School Closing,Accountability

The 90/10 rule dictates that no more than 90 percent of institutional revenue at a for-profit college or university (FPCU) can come from Title IV funds. The rule, originally an 85/15 ratio, was introduced in the 1992 amendments to the Higher Education Act and has been debated for 25 years. Proponents argue the rule raises institutional quality by eliminating low-quality institutions from the market, while opponents suggest that the rule creates perverse incentives for FPCUs to exclude high-need students and to raise prices. The author uses propensity score matching to estimate the effects of violating the 90/10 rule and the plausibility of these outcomes. The author provides minimal evidence that FPCUs raise tuition as a result of violating the rule, some evidence that Hispanic students may be excluded, some evidence of an increase in the number of certificates awarded, and strong evidence that violating schools are more likely to close.
Improving Pre-Service Teacher Assessment Competencies through Robert Moses&apos; Five-Step Framework
Author: Gimino, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Performance Based Assessment,Teacher Evaluation,Teacher Competencies,State Standards,Formative Evaluation,Student Centered Learning,Scores,Preservice Teacher Education,Program Improvement,Thinking Skills,Models

Since the pandemic, the United States has faced tremendous teacher shortages (Riser-Kositsky, 2021) and national organizations have called for measures to address barriers related to teacher hiring and retention (NEA, 2022a., b; White House, 2022). Many states -- including California -- require pre-service teachers to pass state performance assessments to demonstrate professional competencies for certification. Unfortunately, scores on the California Teaching Performance Assessment (CalTPA) have steadily declined from 2018-2022 resulting in a high failure rate. In effort to improve pre-service teachers' CalTPA scores at our diverse Hispanic-serving state-university, I closely analyzed the competencies assessed in our lowest performing rubric and realized students need to better understand the concept of evidence to effectively annotate videos of classroom instruction. After recognizing the promise of Robert Moses' framework (Ahn et al., 2018; Ahn, I, &amp; Wilson, 2011), I decided to replace my traditional direct teaching approach with Robert Moses' framework to teach the concept of evidence. Students in my fall 2021 seminar and my colleague's comparison fall 2021 and spring 2022 sections were prepared to demonstrate competencies measured by the low-performing rubric using traditional teacher directed presentations and teacher generated examples; whereas, students in my spring 2022 seminar were prepared using Moses' framework. This pilot study examined the impact of Moses' framework on students' state performance assessment scores to inform program improvement. While both instructors' fall 2021 to spring 2022 course improvement efforts resulted in 24.8% and 8.2% CalTPA score improvements, only my course with the Moses' framework intervention reached statistical significance. The study highlights important differences between traditional teacher-centered approaches and student-centered approaches using Moses' framework and calls for further research to support the efficacy of the framework.
Gen Z Arriving at the Table: Providing Access to Argument-Based Concepts Using Moses&apos; Framework
Author: Tamayo, Kristin
Date: 2022-00-00
Type: Journal Articles
Subjects: Age Groups,Persuasive Discourse,College Freshmen,Freshman Composition,Scaffolding (Teaching Technique),Student Centered Learning,Concept Formation,Pretests Posttests,Academic Language,Teaching Methods

As part of their general education requirements, many incoming college students are required to enroll in composition courses that explore various college-level writing practices. Some students, including those who are part of Generation Z, struggle because they may be unfamiliar with academically-dense language, lack real-world experience using argument-based concepts, or have had fewer opportunities to discuss such concepts in depth. To address these student struggles at a public university, Robert Moses' framework (Moses &amp; Cobb, 2001) was used in two first-year composition course lessons to determine how this scaffolded, student-centered pedagogical approach would impact students' comprehension and application of several key argument concepts: ethos, pathos, logos, and synthesis. The first Moses'-based lesson established the approach's impact from pre- to post-test, while the second Moses'-based lesson was compared to a more teacher-centered lesson. The drastic gains from pre- to post-test in both of the Moses'-based lessons, which also surpassed gains from the teacher-centered lesson's post-test scores, revealed the clear impact of Moses' framework: When given real-world experience (via Steps 0, 1, and 6), a chance to discuss, draw, and represent argument concepts (via Steps 2, 3, and 5), and scaffolded explanations of academic language (via Step 4), students' test performance improved greatly. These results highlight that if Gen Z students are to blossom into confident members of the academic community, they need to be actively involved in their own learning process, and for their interests, values, and cultural knowledge to bear on lesson content, a hallmark of Moses' framework.
Japanese Pre-Service Teachers&apos; Learning Experience Using Moses&apos; Student-Centered Pedagogical Framework
Author: Lassila, Erkki T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Education Programs,Teaching Methods,Student Centered Learning,English (Second Language),Second Language Learning,Second Language Instruction,Student Diversity,Universities,Meetings,Computer Mediated Communication,Feedback (Response),Elementary School Students,Videoconferencing,Grade 5,Grade 6,Scaffolding (Teaching Technique),Formative Evaluation,Learning Experience,Language Teachers,Educational Improvement,Lesson Plans,Peer Evaluation,Instructional Effectiveness

This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses &amp; Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach diverse learners, including English-as-second or foreign-language learners (Ahn et al., 2018), but its effectiveness in linguistically and culturally different contexts such as Japan has not been researched yet. To examine this, we provided an opportunity for pre-service teachers from the Kobe University teacher education program to learn and teach using the framework. Four PSTs were recruited to participate in three online meetings. First, they watched a model five-step lesson, followed by choosing a difficult English concept to teach in pairs for upper elementary school students. After planning and receiving feedback on their lesson plans, each pair taught a lesson in front of the online group. The leaders and peers provided continuous feedback to improve their lessons, culminating in short online lessons for 5th and 6th grade elementary students. The data consist of PSTs' written reflections, lesson plans, and a researcher memo of a group interview done after the lesson. We aimed to answer the question: What were the most impactful elements of the Moses' student-centered framework for the PSTs as they learn to apply it in their own teaching? The following three themes emerged in regard to the PSTs' learning: (1) modeling teaching, (2) formative feedback, and (3) scaffolding steps. The results indicated that Moses' approach is a promising pedagogical framework that can be successfully applied in the Japanese educational context to guide those who wish to apply active learning and student-centered approaches in their teaching practice, including English language education.