ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis on the Qualities of School Life and Classroom Engagement Levels of Students
Author: Cetin, Saadet Kuru
Date: 2018-12-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Quality of Life,Class Activities,Learner Engagement,Teacher Education Programs,Foreign Countries,Educational Environment,Student Attitudes,Teacher Student Relationship

This research explored the relationship between the pre-service teachers' quality of university life and students' engagement with classroom activities. The sample of the study consisted of 789 students enrolling teacher education programmes in 7 different Turkish state universities in 7 different regions in Turkey. To investigate student level of engagement with classroom activities, the &quot;Student Classroom Engagement Scale&quot; (&quot;SCES&quot;) developed by Nayir (2015) was used. To explore students' Quality of School life, scale of Quality of School life developed by Yilmaz and Çokluk-Bökeoglu (2006) was used. Canonic correlation analysis was run through Statistical Package for the Social Sciences (SPSS) 21 programme by writing syntax to analyse data. It was found that there was a correlation between the quality of the school life of the students participating in the research, and their classroom engagement levels. It was found that the sub-dimensions of satisfaction with faculty, satisfaction with instructors and class atmosphere, and satisfaction with relations to student, which are available in the school life data set of the students, had a positive correlation with the sub-dimensions of rebellion engagement and ritual engagement available in the classroom engagement data set; whereas the sub-dimension of authentic engagement had a negative correlation.
The Effectiveness of Information and Communication Technologies (ICTs) in Teaching and Learning in High Schools in Eastern Cape Province
Author: Ojo, O.A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Information Technology,High Schools,Foreign Countries,Teaching Methods,Information Utilization,Educational Innovation

The effectiveness of the use of information and communication technologies (ICTs) in teaching and learning is germane to the recent educational innovations in South Africa. The study examined the level of availability and utilisation of ICT facilities by teachers and students in high schools in Eastern Cape Province, South Africa as well as the factors influencing and challenging its effectiveness. A random sampling technique was adopted to select a sample of 600 (450 students and 150 teachers) for the study. Four research questions were answered with the aid of self-developed instruments tagged Teachers' Questionnaire on Effectiveness of ICTs in Teaching and Learning (TQEICTTL) and Students' Questionnaire on Effectiveness of ICTs in Teaching and Learning (SQEICTTL). Frequency and a simple percentage were used to analyse the data obtained. It was revealed that the highest available ICT facilities in all selected schools were mobile phones being used by students to download relevant information on their various courses and exchange ideas and knowledge among other students. It was, therefore, recommended that government play an active role in the effectiveness of the use of ICTs by funding ICTs in schools through training and re-training of teachers and exposure of stakeholders to the relevance of the pedagogy relating to the use of ICTs for teaching and learning.
An Exploration of Multimedia Supports for Diverse Learners during Core Math Instruction
Author: Kaczorowski, Tara L.
Date: 2019-03-00
Type: Journal Articles
Subjects: Educational Technology,Multimedia Instruction,Student Diversity,Mathematics Instruction,Teaching Methods,Evidence Based Practice,Scaffolding (Teaching Technique),Learning Disabilities,Grade 4,Elementary School Students,Electronic Publishing,Conventional Instruction,Instructional Effectiveness

In the present study, mobile technology was leveraged as a learning tool for core math instruction during a whole number multiplication and division unit. The researchers redesigned paper--pencil worksheets from the math curriculum into multimedia-enhanced, interactive math practice (the eWorkbook) accessed by students on an iPad. With this eWorkbook, which was conceptualized within a Universal Design for Learning framework, we aimed to reduce barriers and capitalize on strengths by embedding flexible scaffolds/supports, allowing for student choice, and incorporating evidence-based teaching practices. Results of this case study suggest students with and without learning disabilities can leverage multimedia to foster unique opportunities for the understanding and expression of mathematical knowledge. Additional affordances of the eWorkbook include extending the reach of teacher support while encouraging self-support. Implications for teachers and researchers are discussed.
Enhancing Classroom Management through Parental Involvement by Using Social Networking Apps
Author: Cheng, Yung-hsun
Date: 2018-12-00
Type: Journal Articles
Subjects: Social Networks,Computer Software,Classroom Techniques,Telecommunications,Handheld Devices,Elementary School Students,Parent Participation,Structural Equation Models,Teacher Attitudes,Elementary School Teachers,Foreign Countries,Correlation,Instructional Effectiveness,Computer Uses in Education,Student Behavior

The purpose of this study is to explore the classroom management effectiveness enhancement by using social networking apps through electronic devices such as smartphones, tablet computers, and personal computers, as well as the role of parental involvement. Quantitative research was conducted, and the Structural Equation Modelling (SEM) statistical technique applied. From 15 different Changhua County primary schools in Taiwan, 411 teachers were chosen using stratified random sampling in proportion to the size and location of schools. Each teacher was invited to fill out a questionnaire. A total of 403 (98.05%) questionnaires were returned, with 382 (92.94%) considered valid. In order to confirm the statistical results, a focused group interview was also conducted. The effects of the behaviour intention of using Line, parental involvement, and classroom management effectiveness were all found to be positively associated with one another. Moreover, the mediating role of parents in the relationship between the behaviour intention of using Line and classroom management effectiveness enhancement was also supported and confirmed.
&apos;Go Bolela, Go a Shikinya&apos; -- Shaking Utterances in Learning Interactions
Author: van der Westhuizen, Gert
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Communication,Psychological Patterns,Interpersonal Communication,Discourse Analysis,Classroom Communication,Peer Relationship,Movement Education,African Culture

This article is an inquiry into how talking is used for learning. The focus is on utterances of significance where participants say something which brings some sense of surprise and cognitive dissonance, and the purpose is to develop an understanding of how such 'shaking utterances' contribute to learning. The study is conducted from a social interaction theory perspective and utilised conversation analysis methods to observe how such utterances come about, how they are sequentially organised, and how they contribute to learning. Findings indicate similarities in the origins and learning consequences of shaking interactions. The study demonstrates the value of conversation analysis research methods for the deepening of our understanding of the nature and learning benefits of talk in classroom settings.
Exploring an Urban Teacher&apos;s Use of Performance in Fostering Middle School Students&apos; Moral Awareness
Author: Zhang, Xiaodong
Date: 2018-12-00
Type: Journal Articles
Subjects: Urban Schools,Performance Based Assessment,Teaching Methods,Moral Values,Teacher Attitudes,Student Attitudes,Performance,Curriculum Development,Learner Engagement,Reflection,Active Learning,Consciousness Raising,Foreign Countries,Student Development,Middle School Students,Middle School Teachers

This study reports on how an urban teacher relied on herself and harnessed performance-based pedagogy in developing her students' moral awareness over one academic year. Drawing on qualitative analyses of the teacher and students' reflections, interviews, as well as students' performance, the study shows that the teacher's reliance on her own agency in designing a performance-based curriculum counteracted teaching constraints in her workplace. In addition, performance, enacted through engaging students in performing exaggerated bodily activities enabled them to critically reflect upon existing or potential moral issues in their lives and guided their follow-up behaviours. The study concludes the importance of synergising teachers' self-agency with arts-based education in raising students' moral awareness, especially in similarly constrained contexts.
School Happiness: A Scale Development and Implementation Study
Author: Sezer, Senol
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Job Satisfaction,Measures (Individuals),Validity,Reliability,Correlation,Item Analysis,School Administration,Teacher Collaboration,Institutional Characteristics,Scores,Principals,Teacher Administrator Relationship,Administrator Attitudes,Physical Environment,Democratic Values,Foreign Countries

Purpose: This research aimed to determine school happiness level of the teachers based on their opinions. For this purpose, 'School Happiness Scale' was developed by the researchers. The validity and reliability of the School Happiness Scale were tested. And then, the scale was applied to 484 teachers to determine their school happiness level. Research Method: In the study, a quantitative research design was employed during the data collection and the analysis phases. Results: The School Happiness Scale consists of 26 items and five sub-factors. The item-total correlations range from 0.54 to 0.86. The five factors explain 65.09% of the total variance. The results showed that teachers perceived moderate level of school happiness in some sub-dimensions such as 'physical equipment', and 'activities'. They also perceived high level of school happiness in 'collaboration', and 'school management' sub-themes. The scores varied according to the school type and teaching field variables. Implications for Research and Practice: The results revealed that the school principals should encourage teachers, and display democratic and fair school management attitudes to increase school happiness. The top managers can elaborate to enhance the physical conditions of the schools. In order to increase school happiness of teachers, the collaboration can be improved among the members of school community. School Happiness Scale can be applied to different participants, and so the school happiness levels of the teachers as well as the validity and reliability scores of scale can be measured.
An Inquiry into the Underlying Reasons for the Impact of Technology Enhanced Problem-Based Learning Activities on Students&apos; Attitudes and Achievement
Author: Cetin, Yucel
Date: 2019-00-00
Type: Journal Articles
Subjects: Influence of Technology,Problem Based Learning,Learning Activities,Student Attitudes,Academic Achievement,Mathematics Instruction,Mathematics Achievement,Grade 9,High School Students,Foreign Countries,Experimental Groups,Control Groups,Thinking Skills,Technology Integration

Purpose: In the constantly changing and evolving world of today, there is a need to raise individuals who are able to renew themselves, learn autonomously, and have higher order thinking skills such as critical thinking and deducing. The purpose of the present study is to investigate the effects of Technology Enhanced Problem-Based Learning Activities (TEPLA), developed with regard to the aforementioned need, on learners' attitudes towards mathematics and academic achievement in mathematics through qualitative data in order to designate the underlying causes of these effects. Method: In the research, conducted as a case study, the analysis of the written and oral interviews were held with students using &quot;Student Interview Form&quot; in order to analyze the effect of TEPLA on the attitudes towards mathematics and mathematics achievements of study group students who were applied TEPLA by the first author. Findings: The analysis revealed two main dimensions affecting the association between TEPLA and learners' attitudes towards mathematics: Affection and Usefulness, which comprised five and three distinct reasons, respectively. On the other hand, ten factors were defined to account for the impact of using TEPLA on learners' mathematics achievement. Implications for Research and Practice: The research findings suggested that learners found TEPLA interesting and meaningful. Thus, it can be suggested that the impact of TEPLA on learner motivation can also be investigated using a motivation scale. Moreover, learners stated during interviews that they achieved retention in learning thanks to TEPLA. Thus, the finding regarding TEPLA's impact on retention can be further investigated quantitatively.
Investigation of the Orthogonality Assumption in the Bifactor Item Response Theory
Author: Baris Pekmezci, Fulya
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Accuracy,Item Analysis,Correlation,Test Bias,Test Length,Models,Factor Analysis,Monte Carlo Methods

Purpose: This study aims to investigate the orthogonality assumption, which restricts the use of Bifactor item response theory under different conditions. Method: Data of the study have been obtained in accordance with the Bifactor model. It has been produced in accordance with two different models (Model 1 and Model 2) in a simulated way. Results: As a result of the research, it was found out that the case that two factors were correlated (Model 1) and that all factors were correlated (Model 2) had the same effect on the accuracy of both person and item parameter estimations. While estimating the discrimination parameters, as the orthogonality violation increased, it was concluded that the bias increased, too. As the test length increased, the accuracy of estimations of discrimination and difficulty parameters, namely the reliability decreased. Increasing the number of items increased the accuracy of person parameters, which was the reliability. Implication for Research and Practice: As test length increases, the Bifactor theory can better tolerate the orthogonality violation in estimation of person parameters. The practitioners who want to use this theory are recommended to work with large item pools. At all correlation levels, the accuracy of the parameter estimations was approximately the same. New studies can be repeated with intermediate correlation levels. Among all the parameters, the parameters whose estimation reliability is the lowest were found to be person parameters.
Assessment with and for Migration Background Students-Cases from Europe
Author: Nayir, Funda
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Counties,Culturally Relevant Education,Educational Policy,Faculty Development,Principals,Administrator Attitudes,Evaluation Methods,Student Evaluation,Foreign Countries,Instructional Leadership,Teacher Characteristics,Student Characteristics,Educational Background,Culture Fair Tests,Second Language Learning,Cognitive Style,Elementary Secondary Education

Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds.
Using Alignment Index and Polytomous Item Response Theory on Statistics Essay Test
Author: Hidayati, Kana
Date: 2019-00-00
Type: Journal Articles
Subjects: Alignment (Education),Item Response Theory,Statistics,Essay Tests,Content Validity,Test Items,Foreign Countries,Junior High School Students,Test Reliability

Purpose: Essay test in mathematics, both in the form of restricted-response and extended-response, generally consist of polytomous scored items. However, the essay test used by teachers in Indonesia has not been fully supported by sufficient quality evidence. There have been many studies focusing on the development of the essay test, but not many of them have applied the use of relevant measurement theory for the polytomous data. The evidence of content validity also has not been supported by its alignment with the curriculum. This study used alignment index to prove the content validity and IRT polytomous GPCM to determine the characteristics of test items in order to produce an essay test that could accurately measure the achievement of students on statistical materials. Method: Procedures of this study: (1) preparation of preliminary test, (2) trials, (3) interpretation. Trial was conducted involving 688 Junior High School students in Yogyakarta, Indonesia. Results: The content validity of the test was good, supported by V Aiken index of 0.88-1.00 and Porter alignment index of 0.93. The test items had good construct validity. Test reliability was categorized as good with the Construct Reliability coefficient of 0.88 and the Alpha coefficient of 0.78. Judging from its characteristics, all test items were categorized as good. Implications for Research and Practice: The use of the alignment index contribution to the verification of content validity of essay test and the use of the IRT polytomous GPCM may provide reference for the use of appropriate measurement theory to determine the item characteristics of essay test.
Complexity and Scale in Teaching Effectiveness Research: Reflections from the MET Study
Author: Jensen, Bryant
Date: 2019-01-28
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Research,Research Design,Measures (Individuals),Teacher Evaluation,Observation,Student Surveys,Sampling,Classroom Observation Techniques,Video Technology,Value Added Models,Validity,Reliability

Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.
Predictive Role of Narcissism and Family Relations on Decision-Making Characteristics of Secondary School Students
Author: Ummet, Durmus
Date: 2019-00-00
Type: Journal Articles
Subjects: Prediction,Role,Family Relationship,Personality Problems,Secondary School Students,Decision Making,Gender Differences,Foreign Countries,Self Esteem,Anxiety,Student Attitudes,Child Rearing,Teacher Student Relationship,Parent Attitudes,Parent Education,Personality Traits,Middle School Students

Purpose: This study aimed at examining the effects of narcissism and family relations on secondary school students' decision-making characteristics. The study also investigated whether or not students' decision-making characteristics differentiated according to gender. Research Methods: Participants were secondary school students who were studying at different secondary schools in Istanbul, and who were selected randomly on a voluntary basis. Formed by a relational screening model, data were collected using the Adolescent Decision-Making Questionnaire for determining decision-making characteristics, the Childhood Narcissism Scale for determining narcissism characteristics, and the Family Relationship Scale for Children for determining family relationships. Regression analysis was used to determine whether or not students' narcissism and interfamily relations predicted their decision making characteristics, and independent samples t test was used to determine whether or not students' decision making characteristics differentiated according to gender. Results: The findings showed that narcissism characteristics of secondary school students significantly predicted self-esteem, vigilance, and complacency characteristics in decision-making. Both discouraging and supportive relations of families significantly predicted self-esteem, vigilance, complacency, panic, and cop-out characteristics in decision-making. It was also found that gender was a significant factor. Implications for Research and Practice: Both narcissism and family relations of students significantly predicted their decision making characteristics; also there were significant differences according to gender variances in decision making. The results suggest that families should be educated regarding their attitudes on raising children, and that educators and teachers should work together to support adolescents' decision-making process in a positive direction. Moreover, different studies about this issue should be conducted.
Investigating the Relationship of Standards-Based Grades vs. Traditional-Based Grades to Results of the Scholastic Math Inventory at the Middle School Level
Author: Lehman, Erin
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Mathematics Instruction,Measures (Individuals),Middle School Students,Grade 6,Grade 7,Grade 8,Grading,Grades (Scholastic),Comparative Analysis

Grading is one of teachers' greatest challenges and most important professional responsibilities. Educators are unclear on whether standards-based grades or traditional-based grades do a better job of accurately reflecting what students have learned, so the purpose of this study was to understand the relationship between classroom grades and scores on the Scholastic Math Inventory (SMI) assessment. The individuals were sixth-, seventh-, and eighth-grade mathematics students from five different middle schools in the same district as they took the SMI assessment. There were about 500 students in the standards-based grading system and about 1,900 students in the traditional grading system.