ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?
Author: Eddy, Colleen L.
Date: 2020-06-10
Type: Reports - Research
Subjects: Psychological Patterns,Fatigue (Biology),Self Efficacy,Predictor Variables,Discipline,Suspension,Elementary School Teachers,Teacher Burnout,Hierarchical Linear Modeling,Burnout,Measures (Individuals),Self Concept Measures

Teacher emotional factors influence the classroom environment. The purpose of the study was to examine the association of teacher emotional exhaustion and teacher efficacy with student office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) using multilevel logistic regression models. The sample included 105 teachers and 1,663 students from nine elementary schools in the United States. Higher teacher emotional exhaustion was associated with increased use of ODR and ISS but not OSS. For students with teachers experiencing burnout, the odds of receiving an ISS increased by a factor of 1.74 (d=0.31). Greater teacher efficacy was also associated with lower use of OSS but not ODR or ISS. The results suggest that improving teacher efficacy and reducing teacher emotional exhaustion may support the reduced use of exclusionary discipline practices. [This is the online version of an article published in &quot;School Psychology Review.&quot; For the final published version of this article, see EJ1279381.]
An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality
Author: Coker, David L., Jr.
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 1,Writing Skills,Writing Evaluation,Writing (Composition),Educational Quality,At Risk Students,Writing Difficulties,Spelling,Sentences,Written Language,Language Fluency,Writing Achievement,Profiles,Scores,Factor Analysis,Multivariate Analysis,Achievement Tests,Goodness of Fit,Statistical Analysis

In order to help all students meet the writing expectations of the Common Core State Standards (National Governors Association Center for Best Practices, 2010), researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the profiles of students who may have or be at risk for writing disabilities. First-grade students (N = 391) were assessed using three writing assessments (spelling, sentence writing fluency, writing achievement) at the end of the school year. Using latent profile analysis, students were identified as fitting into one of five profiles (At Risk, Low Fluency, Low Writing, Average, and Above Average). Students also wrote narrative and descriptive texts that were scored multiple ways. Using confirmatory factor analysis, four common factors were identified: Quality/Length, Spelling, Mechanics and Syntax. Students in the At Risk profile wrote narratives and descriptions that scored lower on all aspects of writing when compared to students in the Average and Above Average profiles. These findings provide further evidence of the distinct difference among writers as early as first grade, and they offer insight into the characteristics of at-risk writers. The implications of these findings for instruction and assessment and directions for future research are described. [This paper was published in &quot;Journal of Learning Disabilities&quot; 2018 (EJ1180586).]
Innovative Language Pedagogy Report
Author: Beaven, Tita, Ed.
Date: 2021-03-22
Type: Non-Print Media
Subjects: Instructional Innovation,Second Language Learning,Second Language Instruction,Teaching Methods,Student Evaluation,Evaluation Methods,Code Switching (Language),Computer Simulation,Exchange Programs,Independent Study,Online Courses,Educational Change,Signs,Multiple Literacies,Multilingualism,Language Usage,Lifelong Learning,Homework,Educational Technology,Computational Linguistics,Story Telling,Information Technology,Integrated Learning Systems,Game Based Learning,Learning Motivation,Translation,Speech Communication,Active Learning,Communicative Competence (Languages),Computer Mediated Communication,Elementary Secondary Education,Higher Education,Adult Education

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets. [This content is provided in the format of an e-book.]
Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students&apos; Psychological Strengths
Author: Furlong, Michael J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Interpersonal Competence,Emotional Intelligence,Personality,Adolescents,Secondary School Students,Personality Measures,Affective Measures,Test Validity,Test Reliability,Questionnaires,Factor Structure

Robust evidence links students' positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey--Secondary (SEHS-S) assesses adolescents' social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9-12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students' psychosocial assets and universal school-based screening. [This is the online first version of an article published in &quot;Journal of Well-Being Assessment.&quot;]
Evaluating Levels of Respect for Children&apos;s Rights Showed towards Females from 18 to 25 in Their Childhood
Author: Akgül, Mehmet Saban
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Rights,Females,Late Adolescents,Young Adults,Children,Foreign Countries,Parent Background,Educational Attainment,Place of Residence,Family Environment,Parent Child Relationship,Leisure Time,Parenting Styles,Social Justice,Undergraduate Students

The current study aimed to evaluate levels of respect for children's rights showed towards females from 18 to 25 in their childhood, and to interpret their expectations and opinions. Data were collected with open-ended questions in written and qualitatively content-analyzed. The participants were 67 females ranging in age from 18 to 25 from 24 provinces in Turkey. The participants' statements showed that they felt special and unique in their childhood, their relatives and close others were not allowed to caress them without their consent, they were asked for opinions in matters that concerned them, and their parents gave them the opportunity to spend their free time as they wished. The most valued child rights by the participants were right to play, rest, and spend their free time, right to freedom of expression and thought, and right to receive education. What they did not find the chance to do although they wanted very much were being a child, sightseeing, becoming a family, and being into sports. On the other hand, there were also participants who stated that they could not find the chance to spend their free time as they wished because they had to work, and they were caressed by others without their consent. Considering the results, it may be suggested that the rights of the child be respected and valued more, and various public services, seminars and instructions be made for raising more awareness.
The Administration Model of Private Schools under KKPEO in 21st Century
Author: Phrasophonphatthanapundit
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,School Administration,Educational Quality,Technology Uses in Education,Curriculum Development,Social Change,Daily Living Skills,Instructional Innovation,Academic Achievement,Career Development

This research aims at 1) studying the current and desirable conditions of the administration of private schools under the Khon Kaen Provincial Education Office (KKPEO) in the 21st century; 2) studying the administration model of private schools (AMPS) under KKPEO in the 21st century. The research operation was divided into 3 phases as follows: Phase 1: study the current condition and desirable locations to collect the quantitative data; the population used in the study included 128 administrators and 2,482 teachers (total 2,610) in 128 private schools under KKPEO. The samples in this study included 128 administrators and 232 teachers (total 360), selected by Simple Random Sampling. The five-rating scale questionnaire with its content validity of 0.86 and a coefficient of reliability of 0.92 was used as the research tool to collect the data. The necessary statistics such as Frequency, Percentage and Standard Deviation was used to analyze the obtained data. In Phase2: collect the qualitative data by organizing Focus Group Discussion with 10 experts, in this stage, a group discussion recording form was used to collect the data, later on analyzed by the content analysis in accordance with the conceptual framework and other issues. In Phase 3: collect the qualitative data from purposively selected stakeholders, 6 experts and 3 administrators, 15 teachers (a total of 24) from private schools with the excellent performance were invited for public hearings. The form of evaluation, verification and certification of research results was used as a research tool in this phase. The research results indicated that the administration of private schools under KKPEO in the 21st century was statistically rated in overall at a high level. The studied aspects were ranked according to their needs as follows: 1) technology implementation to promote management and learning; 2) curriculum development in line with social changes and life skills; 3) development of teaching and learning skills and innovation; 4) development of academic achievement and career; 5) building a network of learning.
Collocational Instruction for Improving Undergraduate Student Competency in English Reading and Writing
Author: Ruangsan, Niraj
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Phrase Structure,Thai,Buddhism,Religious Education,Majors (Students),Political Science,Social Studies,Undergraduate Students,Reading Tests,Writing Evaluation,Reading Comprehension,Instructional Effectiveness,Foreign Countries,Philosophy,Lesson Plans,Grades (Scholastic),Language Proficiency

This study has its objectives: 1) to compare students' English reading competency before and after learning through the collocational instruction (CI) for improving undergraduate student skills in English reading and writing: 2) to investigate students' English writing competency after learning through CI. The target group was 20 undergraduates, selected by Purposive Sampling, at Mahachulalongkornrajavidyalaya University, Khon Kaen Campus, majoring in Buddhist Studies, Philosophy, Teaching Thai Language, Political Science and Social Studies. The research tools included: 1) the CI lesson plans; 2) a reading test; and 3) a writing evaluation form. The statistics used in the data analysis were: Mean, Percentage and S.D. The results were as follows. 1) the reading competency of the samples is higher after learning by CI and that writing is also higher than the set criteria.
The Model of Buddhist Learning Activities for Social Studies, Religion and Culture
Author: Thongdee, Vitthaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Social Studies,Learning Activities,Learning Processes,Teaching Methods,Departments,Models,Philosophy,Foreign Countries,Parent Attitudes,Student Behavior,Religious Factors,Specialists,Rating Scales

The objectives of this research are: 1) to study the state of the Buddhist learning process of the Department of Social Studies, Religion and Culture (DSRC); 2) to create a model for Buddhist learning activities (MBLA) for DSRC; 3) to evaluate the results of MBLA operation. This study was carried out by means of the mixed method research. The tools used in collecting the data were: a five-rating scale questionnaire, a small group meeting of the experts and interviews. The research results indicated that the state of the Buddhist learning process in DSRC is divided into 2 activities: 1) learning 4 steps-activities according to the curriculum; 2) MBLA for DSRC consisted of 3 important activities: cultivating righteousness; training according to the principles of the Trisikkha (Threefold Studies); the development according to the principle of the Four Bhavana Dhammas; 3) the evaluation of MBLA for DSRC reported the opinion of the experts on MCLA at the highest level ([x-bar] = 5.00 and S.D. = 0.00), helpfulness at the highest level ([x-bar] = 5.00, S.D.= 0.00) and usefulness at the highest level ([x-bar] of 5.00, S.D.= 0.00). Parents and the community were satisfied with the behavior of the students at the highest level ([x-bar] = 4.58, S.D. =0.59). The top 3 mean of the studied items were: good-hearted and virtuous, ethical, and able to work with others effectively ([x-bar] = 4.79, 4.61, 4.59, S.D.= 0.45, 0.59, 0.61) respectively.
The Design, Development, and Testing of Learning Supports for the Physics Playground Game
Author: Shute, Valerie J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Physics,Educational Games,Computer Games,Science Education,Scientific Principles,Scientific Concepts,Science Tests,Problem Solving,Instructional Design,Video Technology,Usability,Animation,Computer Uses in Education,Cues,Intelligent Tutoring Systems,Learning Analytics

In honor of Jim Greer, we share our recent work--a design and development study of various learning supports embedded within the game &quot;Physics Playground.&quot; This 2-dimensional computer game is designed to help students learn Newtonian physics and uses stealth assessment to measure, in real-time, their physics understanding. The game operates according to Newtonian mechanics where students draw simple machines (e.g., ramps, levers, pendulums, and springboards), or adjust sliders to manipulate physics parameters to solve problems. Over the past three years, a team of experts in measurement, assessment, learning sciences, game design, and physics education has iteratively examined how to enhance students' learning during gameplay. We incorporated supports for both physics understanding and game mechanics. Some of our designs showed promise while others did not and were discarded. Through three usability studies and a final learning study, we document the design, development, and testing of the final set of supports that involve modeling (Worked Examples, Physics Videos), modality (Animations, Formulas, Definitions, Hewitt Videos), and advice (Hints). We conclude with a discussion of the impact of incorporating learning supports, students' perceptions of the learning supports, and the lessons learned through our iterative process. Jim shared our passion for supporting student learning and we hope that by sharing our journey we spur others on to continue the work he loved. [This is the online issue of an article published in &quot;International Journal of Artificial Intelligence in Education.&quot;]
Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition. Working Paper No. 246-1220
Author: Goldhaber, Dan
Date: 2020-12-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Beginning Teachers,Teacher Education Programs,Faculty Mobility,Public School Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Student Teaching,Licensing Examinations (Professions),Scores,STEM Education,Special Education Teachers

We use a novel database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences (e.g., endorsements, licensure test scores, and student teaching placements) and the likelihood that these candidates enter and leave the state's public teaching workforce within their first 2 years. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like science, technology, engineering, and math and special education are significantly more likely to enter the public teaching workforce than candidates with elementary endorsements. We also find large differences in hiring rates over time, as candidates who graduated in the years prior to and during the Great Recession are far less likely to be hired than candidates in recent years. Finally, teacher candidates hired into the same school type (elementary, middle, or high school) or into schools and classrooms with similar student demographics as their student teaching placement are more likely to stay in the teaching workforce than other candidates who experience less alignment.
Stealth Assessment
Author: Shute, Valerie
Date: 2021-00-00
Type: Reports - Research
Subjects: Student Evaluation,Game Based Learning,Evidence Based Practice,Evaluation Methods,Simulated Environment,Educational Games

Stealth assessment is intended to not only measure important competencies, but also to support their development during gameplay or within other types of immersive learning environments. It uses evidence-centered assessment design to create the models (Mislevy, Steinberg, and Almond 2003), in conjunction with a statistical scoring and accumulation approach and educational data mining techniques to capture and analyze real-time data and dynamically measure students' learning. This chapter describes the background and benefits of stealth assessment, reviews a growing body of empirical studies that support stealth assessment in different digital games, and describes how stealth assessment can be embedded in a game via a ten-step iterative process. Finally, the chapter discusses some of the hurdles and obstacles to overcome and current efforts on developing various types of learning supports to accompany stealth assessment in a game. [This chapter was published in: J. M. Spector (Ed.), &quot;The Routledge Encyclopedia of Education&quot; (p1-9). London, UK: Taylor &amp; Francis.]
Using Digital Technology to Improve Learning: Evidence Review
Author: Lewin, Cathy
Date: 2019-12-00
Type: Information Analyses
Subjects: Technology Uses in Education,Educational Improvement,Influence of Technology,Foreign Countries,Elementary Secondary Education,Literacy Education,Language Acquisition,Second Language Learning,Mathematics Education,Science Education,Experiential Learning,Scaffolding (Teaching Technique),Intelligent Tutoring Systems,Computer Assisted Instruction,Blended Learning,Electronic Learning,Computer Mediated Communication,Discovery Learning,Game Based Learning,Student Evaluation

The Education Endowment Foundation (EEF) review of the impact of digital technology on learning, &quot;The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report&quot; (Higgins et al., 2012) (ED612174), found positive benefits but noted that how technology is used (the pedagogy) is key and that future research should focus on identifying the specific conditions under which a positive impact is found. The authors sought to identify meta-analyses which summarise the effects of the use of digital technology in schools, and their effects on attainment. This review sought to identify relevant literature published since the previous work was completed in order to provide an update to that synthesis. The authors therefore searched for papers published since 2012 using a very similar approach to Higgins et al. (2012). Following the rapid assessment of meta-analyses, they conducted an evidence review (REA) of individual studies which described research undertaken in English second rapid schools which has been published since 2012. Meta-analyses synthesise the results from a number of primary studies, and they therefore offer a thorough methodology for synthesising knowledge within a particular area. By systematically searching for meta-analyses the review therefore offers a comprehensive overview of international research into the effect of technology on attainment in schools. [For the related guidance report &quot;Using Digital Technology to Improve Learning. Guidance Report,&quot; see ED612112.]
Stealth Assessment of Creativity in a Physics Video Game
Author: Shute, Valerie J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Creativity Tests,Physics,Educational Games,Video Games,Secondary School Students,Grade 8,Grade 9,Game Based Learning,Performance Based Assessment,Test Validity,Test Reliability,Criterion Referenced Tests,Science Tests

Creativity has been of research interest to psychologists dating back many decades, and is currently recognized as one of the essential skills needed to succeed in our complex, interconnected world. One medium that has affordances to assess and support creativity in young people is video games. In this paper, we briefly discuss the literature on video games and creativity and provide an example of current work being done relative to measuring creativity in the context of a game called &quot;Physics Playground&quot; using stealth assessment. To validate the stealth assessment of creativity, we conducted a one-group pretest-posttest study with 167 8th and 9th graders from a K-12 school in Florida. Results suggest that our stealth assessment of creativity is valid (i.e., our stealth assessment estimate significantly correlated with our external performance-based measures of creativity). Additional analyses revealed that creativity (i.e., estimated using our stealth assessment of creativity) significantly predicts in-game performance (e.g., number of levels solved), game enjoyment, and learning of physics content. We conclude with a discussion of future directions in this line of creativity research.