ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Level and Socioeconomic Status Related Differences in Regular Physical Activity Levels of Adults
Author: Aksoy, Yener
Date: 2019-07-00
Type: Journal Articles
Subjects: Educational Attainment,Socioeconomic Status,Physical Activity Level,Adults,Foreign Countries,Gender Differences,Body Height,Body Weight

This study aims to investigate the effects of education and socio-economic status on regular physical activity levels in 1350 males and 1350 female participants at the age range of 14-95 years. Turkish version of Physical Activity Stages of Change Questionnaire (Cengiz, Asci &amp; Ince, 2010) was used for data collection in different age groups for both genders. Socioeconomic status information composed of monthly household income and final educational level of a participant. Results of this study showed that the mean body height and weight were significantly differentiated depending on male participants' educational status and monthly income level. There were significant differences in female participants' body height and body weight depending on their educational status. Only significant difference was observed in the mean of female's body height depending on monthly income level. The physical activity level of uneducated participants was highest in males and females. Significant negative correlations were observed between physical activity and educational status in males (r=-,108, p&lt;0.01) and females (r=-,129, p&lt;0.01). It can be concluded that physical activity level in both genders was affected by educational status not monthly income level. Basically, increasing awareness level of individuals about the effects of physical and sport activities on fitness and health level is only related to educational level of male and female individuals.
Item Calibration Methods with Multiple Sub-Scale Multistage Testing
Author: Wang, Chun
Date: 2019-00-00
Type: Reports - Research
Subjects: Adaptive Testing,Test Items,Item Response Theory,Maximum Likelihood Statistics,Computation,Error of Measurement,Statistical Bias

Many large-scale educational surveys have moved from linear form design to multistage testing (MST) design. One advantage of MST is that it can provide more accurate latent trait [theta] estimates using fewer items than required by linear tests. However, MST generates incomplete response data by design; hence questions remain as to how to calibrate items using the incomplete data from MST design. Further complication arises when there are multiple correlated subscales per test, and when items from different subscales need to be calibrated according to their respective score reporting metric. The current calibration-per-subscale method produced biased item parameters, and there is no available method for resolving the challenge. Deriving from the missing data principle, we showed when calibrating all items together, the Rubin's (1976) ignorability assumption is satisfied such that the traditional single-group calibration is sufficient. When calibrating items per subscale, we proposed a simple modification to the current calibration-per-subscale method that helps reinstate the missing-at-random assumption and therefore corrects for the estimation bias that is otherwise existent. Three mainstream calibration methods are discussed in the context of MST, they are the marginal maximum likelihood estimation (MML), the expectation maximization (EM) method, and the fixed parameter calibration (FPC). An extensive simulation study is conducted and a real data example from NAEP is analyzed to provide convincing empirical evidence. [This report was published in &quot;Journal of Educational Measurement.&quot;]
English Teaching and Learning Pedagogies by Songs, Movies, Games and Cell Phones
Author: Lin, Grace Hui Chin
Date: 2020-01-02
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Singing,Teaching Methods,Multimedia Instruction,Metalinguistics,Films,College Students,Affective Behavior,Self Esteem,Positive Attitudes,Learning Motivation,Computer Assisted Instruction,Language Proficiency,Educational Benefits,Foreign Countries,Telecommunications,Handheld Devices,Educational Games,Student Attitudes,Achievement Gains

Communicative multimedia is becoming a significant tool of improving metalinguistic knowledge (Lai, 2015, 2016). This research applied three basic examples of song, movie (Hung &amp; Higginsb, 2015, 2016; King, 2002, 2010; Sanne, 1994, 2006; Tillmana, 1997, 2006) and game pedagogies (Tsai, 2017) for discussing cognitive consequences of Taiwanese university students. The relaxing methods of language learning by media applications (Kuurea, 2015, 2016) are associated with the theories of an affective domain. Lots of educators mention the affective domain and emotional factors have a substantial impact upon language learning. This mixed method research by qualitative and quantitative explorations was conducted for two years. Students' self-esteem, positive attitudes, and higher motivation were stimulated by the computer assisted language learning (CALL). The suggested pedagogies had raised students' language proficiencies, since learning motivation has been taken into considerations for holistic language abilities. Two hundreds and twenty-five college English learners at three schools were benefited from the vividly dynamic pedagogies. This study has implied the alternative devices and computer assisted language learning can contribute to language proficiency levels.
Factors Determining the Knowledge Sharing Practices among Graduate Students in Kerala: An Empirical Analysis
Author: Areekkuzhiyil, Santhosh
Date: 2019-00-00
Type: Reports - Research
Subjects: Sharing Behavior,Graduate Students,Student Attitudes,Case Studies,Measures (Individuals),Foreign Countries,Factor Analysis,Self Efficacy,Prosocial Behavior,Organizational Culture

The present study has been carried out with the objective of identifying the various factors determining the knowledge sharing practices of graduate students. The study is an empirical one and employed cross-sectional study design. The data required for the study has been collected from a representative sample of 400 graduate students studying in various higher education institutions in the state of Kerala by administering the knowledge sharing practices scale. The study identifies the various factors determining their knowledge sharing practices by employing factor analysis. [This paper was published in &quot;Journal of Extension and Research&quot; v19 n1&amp;2 p75-89 2019.]
A Study on the Views of Secondary School Students toward Professional Practice
Author: Sarigöz, Okan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,High School Students,Student Attitudes,Gender Differences,Age Differences,Self Concept,Practicums

Vocational high schools are schools that provide practical training in various branches depending on the Ministry of Education, and train qualified students especially for schools to work transition. The main objective of vocational high schools that is got accepted in to them by taking various exams after secondary school is to train students for higher education and try to satisfy the need for personnel in public and private sector by training qualified personnel's. The aim of this study is to try to determine secondary education students' views and opinions about Professional practice by taking variables of gender, class level and type of school demographic in to consideration. Research sample consists of 311 students that study in secondary public schools in city center of Adana in 2014-2015 school year. In the study, 'General Scanning Model' which is one of the descriptive survey models was applied. Validity and reliability of 'Survey of Professional Practice' which is used in the study and consist of 20 points were tested and Cronbach's Alpha internal reliability coefficient was calculated as 0.75. According to the results of the study, while there is no significant relationship between the students in vocational high schools concerning Professional practice, gender and class level, significant relationship between the students studying in different departments on the basis of department was determined. Also, in the study, it was concluded that professional practice helps renew the students' information and obtain new information, but professional practice doesn't influence much about communication.
Anxiety in Speaking English among Tertiary Level Learners of English as a Second Language
Author: Alwis, Oshani
Date: 2020-02-14
Type: Reports - Research
Subjects: Anxiety,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,College Students,Elementary Secondary Education,Prior Learning,Student Attitudes,Self Esteem,Grammar,Language Proficiency,Educational Strategies,Language Usage,Foreign Countries

In this research study, it is aimed to explore the causes of anxiety, specific situations that causes anxiety and the strategies which might be used by students of University College of Ratmalana, Colombo, Sri Lanka to overcome anxiety in speaking English as a second language. When analyzing this context, different educational scenarios may consider such as English knowledge of the students who have transferred from secondary education to territory education, students who have not gained a sufficient basic English knowledge through primary education and the students who have not improved their English knowledge at the secondary education. The research study followed a group of 30, selected male and female students in the University College of Ratmalana, Colombo, Sri Lanka to assess the causes of anxiety in speaking English as a second language. To collect the data, a questionnaire was designed by the researcher with six direct questions. As per this results obtained the common causes of anxiety in speaking English among the students were 'lack of confidence' about the English language, 'lack of proper knowledge about the grammar rules' and 'lack of opportunity to practice' the language. In this study, it is suggested several recommendations for educators and students to solve the problem of students' anxiety. Educators might consider focusing and promoting strategies of continuous practice of English language and self-evaluation methods to access language proficiency.
Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices
Author: Bottiani, Jessika H.
Date: 2019-00-00
Type: Reports - Research
Subjects: Middle School Teachers,Teacher Burnout,Stress Variables,Faculty Workload,Urban Schools,Teacher Effectiveness,Racial Differences,Gender Differences,Low Income Groups,Self Efficacy,Collegiality,Student Behavior,Classroom Environment

Stress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing to stress and burnout among urban school teachers specifically, or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices. Rather than utilizing objective measures, extant research has relied heavily on teacher report of antecedents and consequences, in addition to self-reporting stress and burnout, which have also rarely been examined together in tandem. To address this and other gaps in the literature, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching). Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). We discuss these findings in light of prior research and consider implications for future research and professional development for teachers. [This paper was published in &quot;Journal of School Psychology,&quot; v77 p36-51 2019.]
Triangulating School Climate: Areas of Convergence and Divergence across Multiple Levels and Perspectives
Author: Bottiani, Jessika H.
Date: 2019-00-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Educational Environment,Physical Environment,Observation,School Safety,Lunch Programs,Bullying,Teacher Student Relationship

Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, outside observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these outside observations help us to understand differences in students' report of school climate has not been examined. To study this, we examined convergence and divergence between independent observers' assessments and students' shared perceptions of school climate at the classroom- and school-levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers' classroom practices and the school physical environment. A three-level model partitioned variance to the individual, classroom, and school levels. Most of the variance in students' climate perceptions was between students, with classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.20; however, observations explained large percentages of between-school variation in climate (58% to 91%). Findings suggest the potential utility of outside observations for explaining school-level variation in school climate to inform decision-making and future research. [This is the in press version of an article published in &quot;American Journal of Community Psychology&quot; 2019.]
Navigating Data Systems When Integrating Home Visiting Data
Author: Epstein, Dale
Date: 2020-02-24
Type: Reports - Descriptive
Subjects: Home Visits,Information Storage,Information Management,Young Children,Spreadsheets,Printed Materials,Data Collection,Early Intervention

At state and local levels, home visiting programs may use one of several mechanisms to collect and store data from families and clients who participate in home visiting services. States that are interested in integrating home visiting data with other early childhood data must often navigate the different ways in which home visiting data are stored and accessed and understand whether or how those systems are able to interact with other early childhood data systems. The purpose of this resource is to (1) discuss common ways home visiting data are stored at the state and local levels; and (2) provide recommendations for how data integration leaders can navigate these data storage systems when integrating home visiting data with other early childhood data.
Identifying Home Visiting Data to Integrate with Other Early Childhood Data
Author: Lin, Van-Kim
Date: 2019-10-16
Type: Reports - Descriptive
Subjects: Young Children,Home Visits,Information Management,Data Collection,Early Intervention,Information Storage,Maps

Integrating data across early childhood programs allows program staff and administrators, policymakers, and researchers to have a comprehensive picture of early childhood programs. While some states have taken significant steps to integrate data across many early childhood programs, home visiting data have seldom been included in these data integration efforts. The administration of home visiting models is complex, which poses challenges for data integration. A state's home visiting models may be administered by a variety of organizations (e.g., private organizations, nonprofits, public agencies) and at different levels (state or local). Their data may be housed in vendor data systems, in paper or electronic form at individual programs, or in the state's integrated data system. In addition, home visiting data may be recorded and tracked at the child, family, or program level, depending on the requirements of the model and lead organizations. Data integration between home visiting and other early childhood data is a large undertaking, and state leaders may need a way to organize the information they gather to support this process. Organizing the data makes it possible for state leaders to understand what home visiting data currently exist and how they are linked. States can accomplish this by developing an inventory of existing home visiting data that shows where the data are housed and whether they are already linked or integrated with any other early childhood data. States can then use this inventory to develop a &quot;map&quot; for how these home visiting data can be linked together and eventually integrated with other early childhood data. The purpose of this resource is to provide a guide that states can use to develop a map of home visiting and other early childhood data. Specifically, this resource outlines how to (1) compile a list of home visiting programs in a state; (2) identify available home visiting data and linkages; and (3) create a data map.
The Instructional Leadership Corps: Teachers Leading Sustainable Professional Learning in Their Communities
Author: Lotan, Rachel A.
Date: 2019-10-00
Type: Reports - Research
Subjects: Instructional Leadership,Faculty Development,Educational Change,Common Core State Standards,Educational Strategies,School Districts,Mathematics Instruction,Communities of Practice,Program Design,Program Effectiveness

The teaching profession requires continuous learning, and in 2014, a new model of professional learning was introduced in California by the Instructional Leadership Corps (ILC), a group of expert teachers who organize local professional development to spark iterative changes in practice. In the four years following its launch, the ILC connected with more than 100,000 educators through an approach that supports school-based learning and develops teacher leaders as well as instructional leadership among administrators. It has begun to transform California's statewide capacity to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). These new standards are moving instruction away from a transmission curriculum that often featured scripted lessons and multiple choice tests toward higher-order critical thinking skills acquired through student engagement in inquiry and problem-solving--a shift that requires major transformations in how teachers teach and students learn. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts in which teacher leaders are appointed but not integrated into the work of the schools, they wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors studied the work of ILC teams at four very different sites: (1) Madera Unified School District; (2) East Side Alliance; (3) Consejo Valley Unified School District; and (4) North Orange County.
Cultural and Emotional Intelligence among Asian Students in Russia
Author: Chkhikvadze, Tinatin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Emotional Intelligence,Asians,Foreign Students,Student Adjustment,College Students,Foreign Countries,Metacognition,Self Control,Comparative Analysis,Student Motivation,Correlation,Measures (Individuals)

Emotional and cultural intelligence are very important for foreign students during cross-cultural adjustment. Asian students from China, Vietnam, South Korea and Mongolia face different problems during their stay in People's Friendship University of Russia (RUDN University). In this intercultural context of living and studying they learn to communicate and interpret facial expressions not only of Russian people, but also students from all over the world. The main purpose of this study was to investigate differences in Emotional and cultural intelligence among Asian students from China, Vietnam, South Korea and Mongolia, who study in Russia. We used two questionnaires: Emotional Intelligence Test developed by D.V. Lusin and Cultural Intelligence Scale developed by S.Ang et al. We conducted Kruskal-Wallis H-test, Mann-Whitney U-test and Spearman's rho test. Results indicate the following. Vietnamese students have the highest level of cultural intelligence and its metacognitive, cognitive and behavioral dimensions and lowest level of emotional intelligence namely expression and emotion control, managing their own emotions and intrapersonal emotional intelligence. Chinese students have the highest level of emotional intelligence and all its aspects. Mongolian and Chinese students have the highest level of emotion control. Mongolian students have lowest level of cultural intelligence namely in its metacognitive, and behavioral dimensions. South Korean students have the lowest level of cultural intelligence motivation dimension. Emotional intelligence has negative weak correlation with cognitive dimension of cultural intelligence. Cultural intelligence correlates positively with understanding others emotions, emotion control, interpersonal emotional intelligence and negatively with expression control, intrapersonal emotional intelligence, emotion control. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]