ethanporcaro/eric-fulltext-meta huggingface dataset:
Skin Hue as a Barrier to Education: A Historical and Contemporary Analysis Understanding the Impact of Colorism on Black Students from American Slavery to Modern Higher Education
Author: McCombs, Natasha
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Individual Differences,African American Students,College Students,Slavery,Student Experience

This paper aims to analyze and discuss the psychological and sociological effects of colorism on the Black community and how that affects matriculation in secondary and higher education and social mobility. Moreover, the research will answer the following question: How does colorism affect dark-skinned Black students' social mobility, sense of belonging, and engagement in education? Utilizing a series of peer-reviewed articles and books, the research compiled in this analysis will add to the existing literature around colorism while focusing on the experiences of darker-skinned students.
The Perceptions of the Parents of Children Who Are Victims of Negligence and Abuse in Turkey Regarding the Concept of Maltreatment
Author: Tunca Güçlü, Nihal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parents,Children,Victims,Child Neglect,Child Abuse,Antisocial Behavior,Parent Attitudes,Concept Formation,Discipline,Child Safety,Emotional Response

In this study, it is aimed to determine the maltreatment behaviors of parents and the emotional outputs of these behaviors. The study is a qualitative research in the phenomenology pattern. In the research, extreme and deviant sampling, one of the purposive sampling methods, was used to determine the participants. The participants of the study are 14 parents of children who are victims of neglect and abuse and who receive service from the Ministry of Family and Social Services. Research data were collected by semi-structured interview technique. Participants were asked 12 demographic questions to get to know them and 25 questions to determine their training needs in order to specify the need for a training program for the protection of children's rights and the prevention of violence against children. The data obtained from the semi-structured interviews were analyzed by inductive analysis. Findings obtained from the parents of children who are the victims of neglect and abuse and who receive service from the Ministry of Family and Social Services reveal that maltreatment is conceptualized as &quot;the situations applied, the reasons for its application, the forms of application, the feelings felt when it is applied&quot;. In the study, the fact that parents abuse their children to protect and discipline their children from the outside world indicates that they are ignorant and unconscious in this regard. Families are aware of the negative effects of their ill-treatment on both themselves and their children. This study emphasizes the importance of helping parents gain a deeper understanding, awareness and attitude in preventing child negligence and abuse.
The Preschool Teachers&apos; Opinion on Teaching Geometry
Author: Kesicioglu, Oguz Serdar
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Opinions,Mathematics Instruction,Geometry,Self Efficacy,Instructional Materials,Teaching Methods,Play

Teaching geometry in the early years emerges along with maths activities but might be neglected sometimes. This research aims to identify preschool teachers' opinions on geometry teaching via using semi-structured interviews, and collected data analysed using content analysis. Seven female and three male preschool teachers were participated in the study, who has BA and MA degrees. The data collected data were analysed by separately with each research as considering the aims of content analysis and had common findings. While the participating teachers considered themselves to have self-efficacy to teach geometry, their sufficiency to teach depends on various factors. In terms of shaped included in preschool education programmes, there is some common knowledge around it. In the case of teaching, some difficulties in teaching various shapes, and teaching in various activities are found, and this is related to used materials in teaching. The prominent finding is the participating teachers' opinions on children's geometric thinking levels, and some participants have inadequate knowledge about it, which might be the result of their insufficient undergraduate degree. This is also underlined by teachers as having ineffective modules in their undergraduate in terms of being only theoretical and fundamental information. Thus, it is important to provide some ongoing support for teachers to enhance their knowledge to support teaching geometry.
Special Education Legislation: An Overview of the Stride toward Inclusion
Author: Pisacone, Joanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,Educational Legislation,Inclusion,Educational Change,College Students,Students with Disabilities,Court Litigation,Federal Legislation,Educational Quality,Equal Education,Civil Rights Legislation

The process of providing students with disabilities access to an education that is of appropriate quality is still a relatively new endeavor. Students with disabilities benefit from the support of family, educators, and many other professionals addressing the inequality that is faced in school. Ultimately, progress has been achieved from persistent advocacy. Bringing the issues faced by students with disabilities in their education to court has evidently led to legislative outcomes that aim to overcome the obstacles faced by these students. It is evident that although advocacy and representation of students with disabilities has led to meaningful change yet there is still a substantial way to go. Specifically in the context of higher education, legislation needs to better address issues that arise in post-secondary schooling and beyond the K-12 experience. Current legislation provides a variety of safeguards and a foundation that can be used as precedent in the higher education sector but does not directly address the problems that may be occurring at the higher education level that are not apparent in K-12.
The Myth of the Black Monolith: Reconstructing the Black Identity on College Campuses
Author: Richardson, Sean J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Racial Identification,Institutional Characteristics,Disproportionate Representation,Whites,Blacks,African American Students,Ethnic Groups,Student Diversity,Student Recruitment,Identification (Psychology),Immigrants,Foreign Countries,Racial Factors

The current push for more diverse populations to attend predominantly white institutions frequently overlooks the political nuances of racial and ethnic identity in higher education. When there is a push for Black students, who are they talking about? Do they want African American students, Black Caribbean students, or Black African students? Grouping students together in their diasporic group can result in identity confusion. Not every Black student is African American, and assuming such displays the invisibility of other Black ethnicities and encourages the disillusion of the Black community. This paper will identify student development theories, apply those to the related literature on the subject matter, and eventually develop conclusions that disprove the monolithic nature of Black student support. Understanding the different ethnic identities and their group relations within the Black community can improve policies, procedures, and overall campus climate regarding equity, diversity, and inclusion.
The Search for the Elusive Basic Processes Underlying Human Intelligence: Historical and Contemporary Perspectives
Author: Sternberg, Robert J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Individual Differences,Cognitive Processes,Holistic Approach,Learning Theories,Information Processing

This article discusses the issues of the basic processes underlying intelligence, considering both historical and contemporary perspectives. The attempt to elucidate basic processes has had, at best, mixed success. There are some problems with pinpointing the underlying basic processes of intelligence, both in theory and as tested, such as what constitutes a basic process, what constitutes intelligence, and whether the processes, basic or not, are the same across time and space (cultural contexts). Nevertheless, the search for basic processes has elucidated phenomena of intelligence that the field would have been hard-pressed to elucidate in any other way. Intelligence cannot be fully understood through any one conceptual or methodological approach. A comprehensive understanding of intelligence requires the converging operations of a variety of approaches to it.
Assessing Children &apos;At Risk&apos;: Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE)
Author: Efstratopoulou, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Check Lists,Translation,Arabic,Foreign Countries,At Risk Persons,Cultural Relevance,Child Behavior,Motion,Student Behavior,Test Construction,Elementary Schools,Test Items,Students with Disabilities,Teacher Role,Elementary School Teachers,Physical Education Teachers,Behavior Problems,Parent Role

Children's emotional, behavioral, and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students' motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to develop the Arabic version of the MBC checklist and proceed with the necessary cross-cultural adaptations for the use of the instrument in Arabic speaking countries and especially in United Arab Emirates (UAE) primary schools. The translation and cultural adaptation of the MBC was based on the ten-step process: forward translation of the original instrument; development of a synthesized version, back-translation; linguistic and semantic comparisons; back translators evaluation of divergent items; development of a synthesized version; based on the back translators' suggestions; clarity assessment of the synthesized version by professionals (teachers); additional assessment of clarity indicators by a focus group of experts; and development of the final version. Results indicated a satisfactory level of agreement between the original and the back-translated versions, while nine items required minor adjustments and two items needed major adaptations and word replacements to clarify their content and be fully adapted into the UAE culture. In the pilot use, UAE teachers confirmed the clarity of the items in an 84% percentage. The final translated version's overall content was found sufficiently compatible with the original version of the instrument. The study highlights the importance of a rigorous translation process and the process of cultural adaptation.
The Use of Language in Gender-Inclusive Housing Practices and Research
Author: Feldman, Steven
Date: 2022-00-00
Type: Journal Articles
Subjects: Sex,Inclusion,College Housing,Educational Research,Educational Practices,LGBTQ People,College Students

Recent scholarship indicates a growing emergence in research on the experiences of transgender and gender non-conforming (TGNC) college students and on the ways in which colleges and universities do or do not address the specific needs of TGNC students (Beemyn, 2005; Beemyn, 2012; Goldberg et al., 2018; Nicolazzo, 2015). As visibility increases for TGNC individuals, the higher education industry, specifically student affairs (HESA), is tasked with keeping up with the movement to provide adequate services for its students (Nicolazzo, 2017). In this article, the author delves into examples of gender-inclusive housing practices, examines policies and institutional environments, and discusses the implications of using and misusing language on gender-inclusive housing practices and, by extension, the students that utilize them.
Measuring Personality through Images: Validating a Forced-Choice Image-Based Assessment of the Big Five Personality Traits
Author: Hilliard, Airlie
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Measures,Personality Traits,Gamification,Imagery,Psychometrics,Test Items,Artificial Intelligence,Prediction,Scoring,Item Banks,Test Validity

Selection methods are commonly used in talent acquisition to predict future job performance and to find the best candidates, but questionnaire-based assessments can be lengthy and lead to candidate fatigue and poor engagement, affecting completion rates and producing poor data. Gamification can mitigate some of these issues through greater engagement and shorter testing times. One avenue of gamification is image-based tests. Although such assessments are starting to gain traction in personnel selection, few studies describing their validity and psychometric properties exist. The current study explores the potential of a five-minute, forced-choice, image-based assessment of the Big Five personality traits to be used in selection. Study 1 describes the creation of the image pairs and the selection of the 150 best-performing items based on a sample of 300 respondents. Study 2 describes the creation of machine-learning-based scoring algorithms and tests of their convergent and discriminate validity and adverse impact based on a sample of 431 respondents. All models showed good levels of convergent validity with the IPIP-NEO-120 (openness r = 0.71, conscientiousness r = 0.70, extraversion r = 0.78, agreeableness r = 0.60, and emotional stability r = 0.70) and were largely free from potential adverse impact. The implications for recruitment policy and practice and the need for further validation are discussed.
Psychometric Properties of the Wong and Law Emotional Intelligence Scale in a Colombian Manager Sample
Author: Acosta-Prado, Julio César
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Emotional Intelligence,Intelligence Tests,Test Reliability,Test Validity,Measures (Individuals),Foreign Countries,Administrators,Scores,Item Analysis,Test Items

Within the organizational field, emotional intelligence is linked to socially competent behaviors, which allow the development of labor and organizational abilities necessary for professional development. Thus, in workers, emotional intelligence is related to a wide range of organizational variables. The purpose of the present study was to evaluate the psychometric properties of the Wong and Law Emotional Intelligence Scale (WLEIS) in the Colombian context, specifically, in a population of managers. The study was instrumental. The sample consists of 489 Colombian managers, obtained through non-probability sampling (a purposive sample), who work in companies located in Bogota. The results indicated that the four-factor oblique model presents favorable fit indices, as well as the higher-order model, the latter having additional theoretical support. These results indicate that it is possible to consider partial scores for each of the four factors of the WLEIS, as well as an overall emotional-intelligence score. Also, the WLEIS scores have validity evidence based on relations to other variables (convergent and discriminant evidence) and are reliable. These first findings for Colombian managers contribute to the accumulation of international evidence of emotional intelligence measured with the WLEIS.
The Fight against Infectious Diseases: The Essential Role of Higher-Order Thinking and Problem-Solving
Author: Gottschling, Juliana
Date: 2022-00-00
Type: Journal Articles
Subjects: Communicable Diseases,COVID-19,Pandemics,Immunization Programs,Thinking Skills,Problem Solving,Global Approach,Barriers,Environmental Influences,Cultural Influences,World Problems,Cooperation

The development of a vaccine marks a breakthrough in the fight against infectious diseases. However, to eradicate highly infectious diseases globally, the immunization of large parts of the population is needed. Otherwise, diseases, such as polio, measles, or more recently COVID-19, will repeatedly flare-up, with devastating effects on individuals and, in the worst case, on significant shares of the world population. For example, polio has been almost eradicated over the past three decades through an unprecedented global effort, but complete immunization has not yet been achieved. In this article, we use polio as an example to show how the global effort of developing and administering a vaccine can be understood as solving a complex problem since it involves cultural, political, and geographical barriers that demand solutions in dynamically changing and highly versatile environments. Referring to the literature on problem-solving, higher-order thinking, and complex reasoning, we demonstrate how the ability to deal with real-world environments that are complex and dynamically changing, adapting initial solutions to new circumstances and collaborate efficiently with others, has been essential for this endeavor. We argue that problem-solving abilities form one basis for solving consequential world problems.
Shaky Student Growth? A Comparison of Robust Bayesian Learning Progress Estimation Methods
Author: Forthmann, Boris
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Progress Monitoring,Robustness (Statistics),Bayesian Statistics,Learning Analytics,Academic Achievement,Growth Models,Elementary School Students,Grade 2,Reading Tests,Reading Comprehension,Prediction,Models,Accuracy,Student Evaluation

Monitoring the progress of student learning is an important part of teachers' data-based decision making. One such tool that can equip teachers with information about students' learning progress throughout the school year and thus facilitate monitoring and instructional decision making is learning progress assessments. In practical contexts and research, estimating learning progress has relied on approaches that seek to estimate progress either for each student separately or within overarching model frameworks, such as latent growth modeling. Two recently emerging lines of research for separately estimating student growth have examined robust estimation (to account for outliers) and Bayesian approaches (as opposed to commonly used frequentist methods). The aim of this work was to combine these approaches (i.e., robust Bayesian estimation) and extend these lines of research to the framework of linear latent growth models. In a sample of N = 4970 second-grade students who worked on the quop-L2 test battery (to assess reading comprehension) at eight measurement points, we compared three Bayesian linear latent growth models: (a) a Gaussian model, (b) a model based on Student's t-distribution (i.e., a robust model), and (c) an asymmetric Laplace model (i.e., Bayesian quantile regression and an alternative robust model). Based on leave-one-out cross-validation and posterior predictive model checking, we found that both robust models outperformed the Gaussian model, and both robust models performed comparably well. While the Student's t model performed statistically slightly better (yet not substantially so), the asymmetric Laplace model yielded somewhat more realistic posterior predictive samples and a higher degree of measurement precision (i.e., for those estimates that were either associated with the lowest or highest degree of measurement precision). The findings are discussed for the context of learning progress assessment.
Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students
Author: Suh, Woong
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Uses in Education,Student Centered Learning,Constructivism (Learning),Educational Technology,COVID-19,Pandemics,Elementary School Students,Foreign Countries,Student Experience,Incidence,Computer Attitudes

Due to COVID-19, numerous new technologies are being implemented in education, with a growing interest in the metaverse. The term &quot;metaverse&quot; refers to an immersive digital environment where one can interact with virtual avatars. This study aims to analyze the experiences and attitudes of the metaverse for learner-centered education from a constructivist perspective to determine how closely related this virtual environment is to the lives of elementary school students. This study also examined how students are becoming the focal point of new educational technologies. After reviewing the literature on this topic, a survey of 336 elementary school students in Korea was conducted using 18 items for measuring each factor in the metaverse, followed by statistical analyses that included a difference of means and an independent sample &quot;t&quot;-test. The results revealed that, on average, 97.9% of elementary school students had experiences with the metaverse, with 95.5% of them considering it closely related to their everyday life. In addition, various conclusions according to each metaverse factor and each participant's gender are provided.
Evaluation of the Wechsler Individual Achievement Test--Fourth Edition as a Measurement Instrument
Author: Beaujean, A. Alexander
Date: 2022-00-00
Type: Journal Articles
Subjects: Achievement Tests,Academic Achievement,Scores,Psychometrics,Psychological Characteristics,Factor Analysis,Test Interpretation,Evidence,Test Validity,Intelligence,Reading Achievement,Mathematics Achievement,Writing Achievement

The Wechsler Individual Achievement Test (WIAT-4) is the latest iteration of a popular instrument that psychologists employ to assess academic achievement. The WIAT-4 authors make both pragmatic and measurement claims about the instrument. The pragmatic claims involve being useful for identifying individuals in certain academic achievement-related groups (e.g., specific learning disability). The measurement claims are twofold: (a) the instrument's scores represent psychological attributes, and (b) scores transformed to standard score values have equal-interval properties. The WIAT-4 authors did not provide the evidence necessary to support the pragmatic claims in the technical manual, so we could not evaluate them. Thus, we limited our evaluation to the measurement claims for the composite scores. To do so, we used information in the technical manual along with some additional factor analyses. Support for the first measurement claim varies substantially across scores. Although none of the evidence is particularly strong, scores in mathematics and reading domains tend to have more support than the writing and total achievement scores. Support for the second claim was insufficient for all scores. Consequently, we recommend that psychologists wishing to interpret WIAT-4 composite scores limit those interpretations to just a few in the mathematics and reading domains. Second, psychologists should completely refrain from using any composite score in a way that requires equal-interval values (e.g., quantitative score comparisons). Neither of these recommendations necessarily disqualifies the scores from being useful for pragmatic purposes, but support for these uses will need to come from evidence not currently provided in the WIAT-4 technical manual.