ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of T-STEM CT Scale to Turkish: Teacher Self-Efficacy and Outcome Expectancy for Teaching Computational Thinking
Author: Saritepeci, Mustafa
Date: 2022-04-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Turkish,Self Efficacy,Computation,Thinking Skills,Elementary School Teachers,Secondary School Teachers,Test Validity,Test Reliability,Factor Analysis,Expectation,Outcomes of Education

Computational thinking (CT) skills are accepted as fundamental literacy. Although the idea that K-12 teachers should teach students CT skills in an interdisciplinary context is heavily expressed, there is a need for a measurement tool in Turkish that measures teachers' self-efficacy in this regard. This study aims to adapt the T-STEM CT scale, developed by Boulden et al. (2021), into Turkish and to carry out validity and reliability studies of this scale. The original scale consists of a 5-point Likert scale and 13 items. The participants of this study consisted of 168 teachers from different branches working in K-12 schools. It was carried out by selecting for application purposes and a convenient sampling method. Various validity and reliability methods were used to validate the scale. According to the results, the two-factor (Factor1: T-STEM CT self-efficacy, Factor2: T-STEM CT outcome expectancy) and thirteen-item structure had an acceptable fit with the data. Consequently, the validity and reliability of a Turkish tool measuring teaching efficacy beliefs for computational thinking skills were confirmed.
Demonstration of an Innovative Reading Comprehension Diagnostic Tool
Author: Carlson, Sarah E.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Standardized Tests,Diagnostic Tests,Computer Assisted Testing,Cognitive Processes,Reading Processes,Curriculum Development,Reading Instruction,Alignment (Education),Inferences,Instructional Design,Cloze Procedure,Reading Tests,Reading Difficulties,Scoring,Test Use,Elementary School Students,Test Validity,Test Items,College Students

This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide. This hands-on session includes in-formation behind how the technology of MOCCA was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user's assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed. [This paper was published in: &quot;EC-TEL Proceedings,&quot; LNCS 11722, 2019, pp. 769-772.]
Trends in School Instructional Modality during the 2020-21 School Year. Learning during the Pandemic in Illinois Series. Part 1
Author: Barragan Torres, Mariana
Date: 2022-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,In Person Learning,Public Schools,Teaching Methods,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 11,Elementary Secondary Education,Predictor Variables,Correlation,Blended Learning,Institutional Characteristics,Student Characteristics,Tests,Scores,Mathematics Achievement,Language Arts,Academic Achievement,Attendance

In March of 2020, in response to the onset of the COVID-19 pandemic, the state of Illinois mandated the transition to remote instruction for all schools. Although schools had the option to resume in-person instruction during the 2020-21 school year (SY21), the Illinois State Board of Education (ISBE) acknowledged that in-person instruction may not be safe or feasible for all schools and all students. In turn, districts and schools made decisions, conditional on the contexts of their schools and communities, to return to in-person instruction, remain in remote instruction, or employ a combination of in-person and remote instruction over the course of the SY21 (ISBE, 2020). Additionally, students and caregivers in schools that offered in-person instruction often had a choice to attend in-person or continue learning remotely. In this report, the first in the Learning During the Pandemic in Illinois series, we ask: What were the patterns in instructional modality throughout the SY21, and how did those patterns relate to school characteristics? The second report describes the relationship between modality in schools and school average test scores in English Language Arts (ELA) and math. The third report examines how in-person attendance at the student level contributed to student learning. In the current study, we grouped schools into four pathways based on movements across instructional modalities at four key time points: September 2020, December 2020, February 2021, and April 2021. These pathways varied in the amount of in-person instruction students received over the course of the year, ranging from substantially in-person to entirely remote across all four time points. We uncovered important differences in school characteristics across modality pathways. [For Part 2, see ED624503. For Part 3, see ED624504.]
Does School Instructional Modality Predict Average School Achievement? Learning during the Pandemic in Illinois Series. Part 2
Author: Cashdollar, Sarah
Date: 2022-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,In Person Learning,Public Schools,Teaching Methods,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 11,Elementary Secondary Education,Predictor Variables,Correlation,Blended Learning,Institutional Characteristics,Student Characteristics,Tests,Scores,Mathematics Achievement,Language Arts,Academic Achievement,Attendance

The onset of the COVID-19 pandemic in the spring of 2020 was marked by a transition to remote learning in Illinois schools and nationwide. The following school year, schools and families faced difficult decisions about how and when to return to in-person learning. School leaders, parents and caregivers, and students considered how to balance concerns for health and safety during the 2020-21 school year (SY21) with concerns about the impact of remote instruction on student learning, socioemotional development, and other needs (Darling-Aduana et al., 2022; Rapaport et al., 2020). This report, the second in the Learning During the Pandemic in Illinois series, follows a study on patterns of remote and in-person instruction across Illinois public schools during SY21. In that report, we showed that schools statewide followed distinct patterns in learning modalities over the course of the year. While most schools started the year in remote learning, they varied widely in the amount of in-person instruction students experienced as the year progressed. To date, no studies have examined how the amount of in-person learning in SY21 related to student achievement in Illinois schools. Here, we document the associations between instructional modality pathways and test scores for students in grades 3-5, 6-8 and 11 statewide. Using a difference-in-differences approach, we ask: How do school modality pathways relate to average school achievement in the SY21? Our findings show that schools' instructional modality pathway was an important predictor of their mean test score outcomes. [For Part 1, see ED624501. For Part 3, see ED624504.]
Does Student Instructional Modality Predict Student Achievement? Learning during the Pandemic in Illinois Series. Part 3
Author: Cashdollar, Sarah
Date: 2022-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,In Person Learning,Public Schools,Teaching Methods,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 11,Elementary Secondary Education,Predictor Variables,Correlation,Blended Learning,Institutional Characteristics,Student Characteristics,Tests,Scores,Mathematics Achievement,Language Arts,Academic Achievement,Attendance

For over two years, schools, teachers, students, and families across Illinois have worked to adapt instruction and learning under the ever-changing conditions wrought by COVID-19. This report, the third and final in the Learning During the Pandemic in Illinois series, investigates how much time students spent learning in-person and/or remotely during the 2020-21 school year (SY21), and how it related to students' achievement outcomes for grades 5-8. These findings are relevant for school leaders and policymakers as they implement learning recovery efforts. As detailed in the first report of this series, Trends in Instructional Modality During the 2020-21 School Year, remote instruction was not experienced evenly across schools with different student populations in Illinois. In schools serving higher proportions of White students, students spent more time learning in-person during the SY21, on average, while schools serving higher proportions of Black, Latinx, low-income, and English learner (EL) students spent more time instructing remotely. In the second report in this series, Does School Instructional Modality Predict Average School Achievement?, we showed that while all schools in Illinois declined in average test scores, schools serving grades 3-5 performed worse on standardized tests when students spent more time in remote learning. For schools serving grades 6-8 and/or 11, the relationships between learning modality and achievement were smaller and mixed. The current report builds upon the previous two. For students in grades 5-8, we dig deeper into understanding instructional modality at the level of the individual student. We ask: 1. How did the proportion of time learning in-person versus remotely vary for students in different demographic groups in Illinois? 2. Was student instructional modality in SY21 related to average student achievement, controlling for student and school characteristics? 3. Did the relationship between modality and achievement vary depending on the school that a student attended? We show that, across schools, the proportion of time students spent learning in-person was positively related to their test scores in English Language Arts (ELA) and math. [For Part 1, see ED624501. For Part 2, see ED624503.]
A Descriptive Analysis of the Illinois Educator Preparation Profiles (IEPP): 2020 Release
Author: Barragan Torres, Mariana
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Accountability,Teacher Education Programs,Scores,Profiles,State Boards of Education,Kindergarten,Elementary Secondary Education,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teaching Skills,Outcomes of Education,Comparative Analysis,Educational Improvement,Teacher Effectiveness,State Policy,Educational Indicators,Program Evaluation

The Illinois Educator Preparation Profiles (IEPP) system, housed at the Illinois State Board of Education (ISBE), provides public information on the performance of Illinois teacher preparation programs (TPPs) across the state. TPPs are scored on 11 indicators grouped into four domains--candidate selection and completion, knowledge and skills for teaching, performance as classroom teachers, and contribution to state needs. Based on these scores, TPPs are given a designation ranging from exemplary to needs improvement. ISBE will soon use these designations as part of an accountability system for the reauthorization of TPPs. The goal of these analyses was to provide information that might help refine the IEPP for transparency and accountability use; to identify any relationships between features of postsecondary institutions/programs and IEPP outcomes; and to find areas of productive difference within postsecondary institutions/programs, which might lead to cross-program collaboration. In this report, we examine the first release of data from the IEPP, the 2020 cohort.
Furthering School Integration Efforts in Local Communities: A Professional Development Manual for School District Stakeholders
Author: Diem, Sarah
Date: 2022-02-00
Type: Guides - General
Subjects: School Districts,Faculty Development,Minority Group Students,Social Integration,Racial Integration,Administrators,Equal Education,Educational Opportunities,Futures (of Society),Resource Allocation,Educational Benefits,Barriers,Elementary Secondary Education,Stakeholders,Low Income Students,Guides,Desegregation Litigation,School Desegregation,Learning Activities,School Community Relationship

Nearly 70 years after one of the most important U.S. Supreme Court rulings was handed down in Brown v. Board of Education (1954) declaring segregated schools unconstitutional, the promise of desegregation has remained unfulfilled. However, there are still actions that can be taken to address the extant disparities in schools that exist in large part because of the inequitable opportunities provided to children attending schools that are predominantly comprised of low-income students and students of color. This Equity Tool seeks to further school integration efforts in school communities by offering a professional learning session that provides resources and activities for district stakeholders to engage in, better evaluate where their school communities are in the school integration process, and where they would like to go in the future. Each activity in the professional learning session is specifically designed to build off the previous one with the final activity of the session leading to action that can occur in the school community that attends to school integration. The goals of this session are: (1) To educate school district stakeholders about the benefits and challenges associated with school integration; (2) To teach school district stakeholders how to support and advocate for school integration in their local communities; and (3) To encourage school district stakeholders to commit to school integration in their local communities.
Business Communication Skills through Virtual Exchange -- A Case Study
Author: Vuylsteke, Jean-François
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Case Studies,International Educational Exchange,Course Descriptions,Second Language Learning,Second Language Instruction,Higher Education,Student Evaluation,Feedback (Response),Instructional Design,Teaching Methods,Employment Interviews,Communities of Practice,Learning Activities,Portfolios (Background Materials),Computer Mediated Communication,Computer Simulation,Soft Skills,Learning Management Systems,Foreign Countries,Undergraduate Students,Business English,English for Special Purposes

Assessing the skills of the students who take part in a Virtual Exchange (VE) project is a challenging and complicated task, especially if it aims to engage both the students and VE co-organisers in the feedback and evaluation process. The objective of this chapter is to outline the pedagogical design of a business communication skills course and present how a VE component and its assessment were integrated into the core course syllabus. The text explains how all the members of the created VE learning community were involved in defining the skills to be developed by the students. Pedagogical choices were made that involved the design of the learning path, the design of the VE activities, and the course assessment in such a way that everyone had a precise role to play. In particular, the chapter focuses on how different assessment tools prompted the students to reflect on the development of language competence while working together to prepare for a professional job interview in an international and collaborative learning setting. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Is (Inter)cultural Competence Accessible? Assessing for Fluency
Author: Dolcini, Grace
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Intercultural Communication,Communicative Competence (Languages),Instructional Design,Personal Autonomy,Second Language Learning,Second Language Instruction,International Educational Exchange,Computer Simulation,Language Fluency,Cooperative Learning,Visual Aids,Architecture,Empathy,Prosocial Behavior,Portfolios (Background Materials),Interpersonal Competence,Pragmatics,Self Esteem,Universities,College Second Language Programs,German,International Cooperation,Foreign Countries,English (Second Language),Language Usage,Cultural Awareness,College Students,Perspective Taking,Program Evaluation,Student Evaluation

Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at the accuracy of the students' target language performance. However this changes considerably in Virtual Exchange (VE) courses with a primary goal of fluency. In this case, the assessment should take into account social cues, silence, turn taking, correction, reactions to new ideas, signal words, and speaker confidence, among others. In this article, we would like to share our ideas of how we assess a fluency course using a modified version of Byram's (1997) model for teaching and assessing intercultural communicative competence and provide an example of a course design that was particularly successful, in which students worked together to complete a poster about the 100-year anniversary of the Bauhaus School. Additionally, to create an environment that promotes learner autonomy and helps students fully experience empathy, understanding, and tolerance while collaborating, a portfolio of tasks and self-assessment journals were used. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Learners&apos; Diaries as a Tool for Teachers&apos; Assessment in Teletandem
Author: Cavalari, Suzi Marques Spatti
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Student Evaluation,Bilingualism,Second Language Instruction,Foreign Countries,Student Journals,Electronic Learning,Asynchronous Communication,Feedback (Response),Personal Autonomy,Synchronous Communication,Instructional Effectiveness,College Students,Portuguese,English (Second Language),Formative Evaluation,Student Attitudes

The purpose of this chapter is to present the assessment practice carried out by means of learning diaries within institutionally integrated teletandem, a bilingual model of Virtual Exchange (VE) embedded into foreign language courses at São Paulo State University (UNESP), in Brazil. Teachers read learners' diaries on a weekly basis and provide one-to-one feedback related to (1) telecollaborative learning processes, (2) difficulties and affective factors, and (3) linguistic aspects. This asynchronous form of assessment in the form of teachers' feedback on learners' diaries not only guides each individual learner's autonomous learning, but also allows teachers to select relevant information to be used in synchronous group discussions and teaching in face-to-face lessons.
On Call: Using Mobile Phones to Provide Learning in Emergencies
Author: Kan, Sophia
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Telecommunications,Handheld Devices,Access to Education,School Closing,Distance Education,Equal Education,Safety,Evaluation Methods,Educational Technology,Technology Uses in Education,Educational Needs,Teaching Methods,Professional Development,Barriers,At Risk Students

The COVID-19 pandemic disrupted education systems around the world, resulting in an unprecedented emergency with school closures affecting 1.6 billion learners (Azevedo et al., 2021). This brought to light the need for resilient education systems that can provide education during emergencies and school closures (UNICEF, 2021). The challenge of reaching and educating children when schooling is interrupted is not new for education in emergencies (EiE) practitioners who develop and implement programmes in complex crises with limited resources. One tool that many families own is a mobile phone. Low-cost basic mobile phones can be used in humanitarian settings to support remote learning and are critical where access to connectivity and higher-cost devices such as laptops are limited. The portability of mobile phones, combined with their communication features, offers multiple uses in EiE. This report explores the use of mobile phones in EiE settings by combining a review of the existing literature with feedback from, and interviews with EiE practitioners on two critical questions: (1) How can basic mobile phones be used to support EiE learning programmes and teacher training?; and (2) What are the key practices undertaken by education practitioners to improve the equity and safety of mobile phone-based education programmes? Implementing an education programme would be incomplete without a learning assessment. Moreover, can mobile phones themselves be used to measure learning in EiE settings? While this question lies beyond the scope of this report, it is investigated in the second report in the series: &quot;On Call: Using Mobile Technologies to Measure Learning in Emergencies&quot; (ED624513). The complementary report outlines the key implementation steps and uses of mobile devices to support learning assessment needs in emergencies.
On Call: Using Mobile Technologies to Measure Learning in Emergencies
Author: Valenza, Marco
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Telecommunications,Handheld Devices,Access to Education,School Closing,Distance Education,Student Evaluation,Evaluation Methods,Computer Assisted Testing,At Risk Students,Educational Technology,Technology Uses in Education,Caregiver Role,Teacher Role,Technological Literacy,Test Construction,Test Validity,Training,Data Collection,Data Analysis,Data Use,Foreign Countries,Preschool Education,Elementary Secondary Education

One tool that many families own, across the globe, is a basic mobile phone. The use of low-cost basic mobile phones for educational purposes in humanitarian settings is critical where access to connectivity and higher cost devices is limited. The portability of mobile phones, combined with their communication features, offers multiple uses to support education in emergency (EiE). This report is the second of a two-part series that aims to provide practitioners with guidance and resources on, and lessons learned for, using mobile technology in EiE settings. The series draws from a review of the existing literature with feedback from and interviews with EiE practitioners. The first piece of this series -- &quot;On Call: The Use of Mobile Phones for Learning in Emergencies&quot; (ED624512) -- explores how basic mobile phones can be used to support EiE learning programmes and teacher training. It emphasizes key practices that education practitioners have adopted to improve the equity and safety of mobile phone-based programmes. The present report, the second in this series, instead provides guidance on planning and delivering learning assessments through mobile technology.