ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Performance of Different Equating Methods in Presence and Absence of DIF Items in Anchor Test
Author: Gübes, Nese
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Bias,Equated Scores,Test Items,Methods,Achievement Tests,Foreign Countries,Mathematics Tests,Mathematics Achievement,International Assessment,Grade 8

This study aims to compare the performance of different small sample equating methods in the presence and absence of differential item functioning (DIF) in common items. In this research, Tucker linear equating, Levine linear equating, unsmoothed and pre-smoothed (C=4) chained equipercentile equating, and simplified circle arc equating methods were considered. The data used in this study is 8 th-grade mathematics test item responses which obtained from Trends in International Mathematics and Science Study (TIMSS) 2015 Turkey sample. Item responses from Booklet-1 (N=199) and Booklet-14 (N=224) are chosen for this study. Data analyses were completed in four steps. In the first step, assumptions for DIF detection and test equating methods were checked. In the second step, DIF analyses were conducted with Mantel Haenszel and logistic regression methods. In the third step, Booklet 1 was chosen as base form and Booklet 14 chosen as a new form, then test equating was conducted under common item nonequivalent groups design. Test equating was done in two phases: the presence and absence of DIF items in the common items. Equating results were evaluated based on standard error of equating (se), bias and RMSE indexes. DIF analyses showed that there were two sizeable DIF items in anchor test. Equating results showed that performances of equating methods are similar in presence and absence of DIF items from anchor test and there is no notable change in se, bias and RMSE values. While the circle arc equating method outperformed other equating methods based on se, 4-moment pre-smoothed chained equipercentile equating method outperformed other methods based on bias and RMSE evaluation criteria. [This study was presented at the 6th International Congress on Measurement and Evaluation in Education and Psychology, KOSOVA.]
Determination of Science and Primary Teachers&apos; Teaching and Learning Conceptions and Constructivist Learning Environment Perceptions
Author: Ecevit, Tugba
Date: 2020-06-00
Type: Journal Articles
Subjects: Science Teachers,Elementary School Teachers,Constructivism (Learning),Teacher Attitudes,Educational Environment,Teacher Student Relationship,Foreign Countries,Teacher Surveys,Likert Scales,Questionnaires,Surveys,Teaching Methods,Gender Differences,Individual Differences

The significance of both science education and scientific communication has increased in parallel to the increase in scientific knowledge and rapid advances in technology. In producing students who have science literacy, skills of scientific process and higher-level thinking skills teaching-learning approach of teachers and communication between teachers and students are very significant. The purpose of this study is to determine the science teachers' and primary teachers' learning and teaching conceptions and constructivist learning environment perceptions. The sample of the study consists of 100 participants from science teachers and primary teachers working at the public schools in the Central Anatolia region. &quot;Easily accessible sampling method&quot; was used for the selection of the participants. The study is quantitative research and a survey method that is directed to the determination of the current state has been used. Teaching-Learning Conceptions Questionnaire (TLCQ) and Constructivist Learning Environment Survey (CLES) have been used as the means of data collecting. The findings of the study suggest that the classroom teachers had a constructivist approach in contrast to a conventional approach in regard to learning and teaching. Similarly, it was found that the science teachers had a constructivist approach in contrast to a conventional approach in regard to learning and teaching. It was found that the participants generally had a constructivist approach and that their perception of the constructivist learning setting is higher than the medium level. It was also found that the science teachers had higher perceived levels of about constructivist learning setting than the classroom teachers. The results of the MANOVA indicated that the professional experience of the participants had a significant effect on the perception levels about the constructivist learning-teaching approach. That's why the research for the reflections in application gains importance in this study.
Why Do Students Prefer Different Question Types?
Author: Turhan, Nihan Sölpük
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Items,Preferences,High School Students,Learning Motivation,Instructional Program Divisions,Multiple Choice Tests,Public Schools,Foreign Countries,Measures (Individuals),Test Format,Test Anxiety,Scores

Measurement tools that are used in education are important factors that affect course success and motivation of students. This study aims to determine the opinions of high school students on different question types. As the subgoals of the research, the study aims to determine the reasons for multiple choice test preference and its effect on learning motivation level according to the grade. Study group consists of 355 students who are 10th, 11th and 12th graders in state schools in Istanbul province center in spring term of 2018-2019 school year. Mixed method and convergent parallel design were utilized for the study. &quot;Academic Motivation Scale (AMS)&quot; that was developed by Bozanoglu (2004) and &quot;Inventory of Motives to Prefer Written, Short-Answer, True-False and Multiple-Choice Questions (IMP)&quot; that was developed by Eser (2011) were used for data collection in the study. Interview method was utilized to determine the opinions of teachers on test types. Therefore, semi-structured interview form was prepared as a data collection tool. Data analysis was made by using Multivariate Analysis of Variance (MANOVA). As a result, the study found that the motives to prefer multiple-choice questions and averages of learning motivation vary significantly in favor of 10th grade students and final year students in high school. The study revealed that student performance varies by question type. The study also found that multiple-choice questions can be considered as a motivation factor for high school students and a good way of testing the goals and achievements.
Investigation of the Relationship between Preschool Teachers&apos; Perceptions of Efficacy in Mathematics Education and Their Attitudes towards Mathematics Education
Author: Kaçan, Maide Orçan
Date: 2020-06-00
Type: Journal Articles
Subjects: Preschool Teachers,Student Teacher Attitudes,Self Efficacy,Mathematics Instruction,Mathematics Education,Early Childhood Education,Teaching Experience

In this study, the relationship between preschool teachers' perceptions of efficacy in mathematics education they give and their attitudes towards mathematics education was investigated. The research method of the study is the relational screening model, one of the quantitative research methods. The research was carried out on 122 preschool teachers actively working in 2018-2019. Random sampling method was used to determine the sample of the study. In this research, self-report based measurement tools were used to collect data. In the analysis of the data obtained, t-test, one-way analysis of variance and correlation coefficient were used. As a result of the analyzes, it was found that teachers' perceptions of efficacy in mathematics education they gave and their attitudes towards mathematics education were generally high. It was seen that teachers' perceptions of efficacy in mathematics education did not differ according to the teachers' professional seniority and the in-service training they received. No significant relationship was found between preschool teachers' perceptions of efficacy in mathematics education they give and their attitudes towards mathematics education. These results were discussed in the light of the relevant literature, and a number of suggestions were made.
A Potential for Improving Honors Retention with Degree Planning
Author: Deka, Teddi S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,School Holding Power,College Freshmen,Planning,Course Selection (Students),First Year Seminars

Students who begin in honors do not always complete program requirements. As an investigation into student retention, the author introduces a degree-planning workshop into a freshman seminar. The study involves two groups of students from different incoming classes: one (2018) participating in their degree-planning through the workshop and the other (2015) not. Students (n = 150) were compared against three retention criteria based on successive enrollment and withdrawal. Chi-square analyses reveal significant differences only for program withdrawal, indicating that those completing the workshop were less likely to be removed from the program due to lack of progress. The workshop group (2018) showed higher levels of voluntarily removing themselves from the program than the non-workshop (2015) group. Seminar materials, procedures, and learning outcomes are presented. Implications for future research involving additional student populations and achievement variables are discussed.
Status of Teaching Profession from the Perspective of the Teachers
Author: Kasapoglu, Hulya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Foreign Countries,Social Status,Negative Attitudes,Teacher Attitudes,Teacher Motivation,Elementary School Teachers,Secondary School Teachers

Purpose: The status of the teaching profession is essential because it can affect teachers ' perspective on the profession, motivation levels, and professional disciplines. This study aims to investigate which direction the status of the teaching profession has changed from past to present, factors affecting the change in the status, and what can be done to increase the status of the teaching profession. Methods: A total of 54 voluntary teachers from 18 districts in Trabzon province participated in this study. In light of the conceptual framework, a semi-structured interview form was used to collect data. Data were resolved and interpreted by content analysis. Findings: In this research, all teachers affirmed that the status of the teaching profession has changed from past to present negatively. Teachers expressed the factors that affect this change most, the policies followed by the system, the value of teachers in society, the loss of prestige and the low income of teachers. Teachers 'opinions on what can be done to increase the status of the teaching profession, most of all, the Ministry of National Education (MoNE) values the teacher, teachers' working and personal rights to improve, teachers self-development statements are prominent. Implications for Research and Practice: The findings obtained in this study suggest that teachers should conduct a wider range of research and take measures to improve their status levels using different methods.
Effect of Word Bank Provision for Lab Practicals on Student Performance in Human Anatomy and Physiology I and II Courses
Author: Britson, Carol A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Teaching Methods,Physiology,Science Instruction,Science Tests,Anatomy,College Students,College Science,Science Achievement

Providing word banks for human anatomy and physiology lab practicals is uncommon because instructors want to avoid cueing effects, but there is little published data on their effects on student performance. In the 2016-2017 academic year, word banks were not provided for students taking lab practicals in Anatomy and Physiology I and II while in 2017-2018 alphabetized word banks were provided. All other aspects of the courses remained the same. Student performance was significantly higher, though the effect size was small, on both lab practicals in Anatomy and Physiology I (p&lt;0.001 for each) and the first lab practical in Anatomy and Physiology II (p&lt;0.001). Scores on the 2nd lab practical in Anatomy and Physiology II and each lecture-lab course score were not affected by the provision of word banks. Results of this study will be useful when making decisions about providing word banks for lab practicals, weighting lab practicals for calculating grades, and responding to disability accommodation requests.
Investigation of the Relationships among Psychological Counselor Candidates&apos; Counseling Self-Efficacy, Multicultural Competence, Gender Roles, and Mindfulness
Author: Bakioglu, Fuad
Date: 2020-06-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Counselor Training,Cultural Awareness,Self Efficacy,Sex Role,Undergraduate Students,Gender Differences,Student Attitudes,Prediction,Foreign Countries,Counseling Effectiveness,Universities

The purpose of this study was to investigate the relationships between counseling self-efficacy, multicultural competence, gender roles and mindfulness of counselor candidates. Participants of this study were 431 senior students studying in the Guidance and Psychological Counseling Undergraduate Programs of 14 different Turkish universities. According to the results, psychological counselor candidates' gender roles and mindfulness significantly predicted their counseling self-efficacy through the mediation of multicultural competence. The authors discuss implications of these findings.
The Moment of Study in Learning That Resists Neoliberalism: Body Gesture, Time, and Play
Author: Joldersma, Clarence W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Neoliberalism,Educational Philosophy,Teaching Methods,Learning Processes,Nonverbal Communication,Risk,Creative Activities,Learning Activities,Attribution Theory,Photography,Schemata (Cognition)

The essay develops a case study about a young boy playing with a toy train to address neoliberalism's problematic discourse that depicts learning as instrumental, as something that can be caused by teaching. This paper's perspective is enactive, taking the view that central to understanding learning is not the mind or brain working in isolation but involves the interrelationships between mind/brain, body, and world. The analysis revolves around the standing gap between teaching and learning, where navigating the gap involves a dynamic called 'the moment of study.' Three of Tyson Lewis's ideas about study--body gesture, time, and play--are used to explain the moment of study. The paper argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the activity of learning, undermines the causal account of learning associated with neoliberalism.
Brave New Worlds: Transcending the Humanities/STEM Divide through Creative Writing
Author: Watkins, Adam
Date: 2020-00-00
Type: Journal Articles
Subjects: Humanities,STEM Education,Creative Writing,Interdisciplinary Approach,Active Learning,Inquiry,Honors Curriculum,Critical Thinking,Science and Society,Writing Processes,Transformative Learning,Integrated Curriculum,Scientific Concepts,College Students,Discovery Learning,Reflection

Creative writing offers a critical and innovative form of inquiry promoting integrative learning that transcends disciplinary barriers. Authors first provide an overview of the scholarship on creative writing pedagogy, its unique capacity to engage a range of knowledge domains, and its significance for honors education. They then offer primary examples of incorporating creative writing projects into two honors classes that bridge STEM fields and the humanities. Analyses of student reflections (n = 35) in relation to learning outcomes strongly suggest that creative writing helps students explore course concepts through several ways of knowing--critical, situational, and affective--while fostering new perspectives on these concepts, their interconnections, and their implications. The value of creative writing as a platform for self-directed and interdisciplinary learning within the transdisciplinary context of honors is discussed.
The Methodology of Mathematics and the Emergence of a Protodiscipline
Author: Sánchez-Jiménez, Encarna
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Elementary School Teachers,Foreign Countries,Teacher Education Programs,Knowledge Base for Teaching,Mathematics Teachers,Educational History,Curriculum,Elementary Secondary Education,Teacher Educators

A key issue in the institutionalisation of Mathematics' Education and in the professionalisation of teachers educators consists in characterizing the type of knowledge involved in the formation of primary school teachers of mathematics (Valente, 2017). The aim of this article is to explain how &quot;knowledge to teach&quot; and &quot;knowledge for teaching&quot; have been historically present in the institutions devoted to the training of teachers in Spain since the formation of the &quot;Escuelas Normales&quot; (teacher training colleges), from the beginning of the second third of the 19th century until their incorporation into the university system. Likewise, this work looks into the institutional conditions and other restrictions that operated over the mathematics studied in such institutions. Moreover, the disciplines' consolidation is related to the institutionalisation of knowledge. In this article it is explained how the subject &quot;Metodología de las Matemáticas&quot; (&quot;Methodology of Mathematics&quot;), which appeared in the curriculum for primary school teachers during the Second Spanish Republic (1931-1936), reached what could be described as a &quot;proto-disciplinary&quot; status. Finally, the historical background that made this possible is detailed together with the circumstances that led to the interruption of the process.
Theoretical-Methodological Approach of Research on the Production of New Mathematical Knowledge by Education Experts
Author: Morais, Rosilda dos Santos
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teacher Education,Educational History,Historiography,Teaching Guides,Teaching Methods,Educational Change,Specialists,Pedagogical Content Knowledge,Knowledge Base for Teaching,Cultural Influences

This paper aims at making theoretical-methodological contributions to investigations that analyze the production and systematization of knowledge about teacher training and teaching by experts in education. To do so, we consider studies in the fields of History of Education and History of Mathematics Education. Our research work is justified, in the historiographical field, through the nature of the knowledge we intend to analyze, that is, the knowledge systematized by experts in regulations, decrees, teaching manuals, textbooks, school notebooks, etc. The study of such knowledge is interested in 1) enabling the understanding of the processes and dynamics of the constitution of knowledge in training and in teaching from a historical perspective; and in 2) highlight on the education expert's role in the production process of such knowledge, which are considered here as &quot;mathematics to teach&quot; and &quot;mathematics for teaching&quot;, which are, respectively, a teacher's object of work and working tools. Our investigation supports the hypothesis that &quot;the different types of mathematics&quot; change over time, and that education experts are the bringers of such change.
Classroom Currency as a Means of Formative Feedback, Reflection, and Assessment in the World Language Classroom
Author: Bachelor, Jeremy W.
Date: 2016-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Class Activities,Community Colleges,Feedback (Response),Spanish,Rewards,Teacher Student Relationship,Scoring Rubrics,Formative Evaluation,Student Attitudes,College Faculty,Language Teachers,Two Year College Students

This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the community college level were introduced to a system in which the students were to reward the instructor with play money (or &quot;tip&quot; him) when they perceived that they had met the daily &quot;I can&quot; statements thanks to the lesson and subsequent activities. &quot;Tip&quot; record keeping and quantitative evidence from the instructor rubric suggested that the play money encouraged students to reflect on their own learning, provided the instructor with immediate feedback from students, allowed for critical reflection of activity types, and enabled the instructor to measure whether perceptions (the &quot;tips&quot;) matched his formative assessment of how students actually performed in small groups and class activities. This paper also provides insight into which activity types students perceived as the most effective in the World Language classroom.
Native Spanish Speakers as Binate Language Learners
Author: Herrera, Luis Javier Pentón
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Spanish,Spanish Speaking,Native Speakers,English (Second Language),Immigrants,Elementary Secondary Education,High School Students,English Language Learners,Teaching Methods,Phonology,Morphology (Languages),Syntax,Bilingualism,Native Language Instruction,Pronunciation,Written Language,Spelling

Native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala, who are also English language learners, are a growing population of students in the K-12 classrooms throughout the United States. This particular group of students is oftentimes placed in Spanish-as-a-foreign-language classes that fail to meet their linguistic development as native Spanish speakers. Conversely, those who are placed in Spanish for Heritage Speakers classes usually do not receive the necessary beneficial linguistic support to compensate for the interrupted education and possible lack of prior academic rigor. These binate language learners are a particularly susceptible population that requires rigorous first language instruction in order for them to use that knowledge as a foundation to successfully learn English as a second language. The purpose of this study is to address the needs of high school native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala who are also English language learners. In addition, a discussion of this population, their linguistic challenges in their first language, and approaches to excellent teaching practices are addressed and explained.
Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching
Author: Valente, Wagner Rodrigues
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Teacher Education,Educational History

This text aims to present new research perspectives on teacher training. In particular, it is dedicated to analyzing the training of teachers who teach mathematics from a historical perspective. To this end, it uses the concepts of mathematics to teach and mathematics for teaching, indicating research results, characterizing the professional knowledge of the teacher who teaches mathematics and explaining some elements that constitute this knowledge.