ethanporcaro/eric-fulltext-meta huggingface dataset:
ELO-L: A Norm-Referenced Language Screening Test for 3 to 8-Year-Old Lebanese Children
Author: Zebib, Racha
Date: 2019-07-00
Type: Journal Articles
Subjects: Language Tests,Test Construction,Oral Language,Screening Tests,French,Expressive Language,Accuracy,Test Validity,Foreign Countries,Toddlers,Children,Young Children,Vocabulary Skills,Sentences,Phonology,Language Processing,Psychometrics,Semitic Languages,Second Language Learning,Test Reliability,English (Second Language)

The ELO-L (Évaluation du langage oral chez l'enfant libanais) is the first norm-referenced language-screening test in Lebanon. It is an adaptation of the ELO, a French language-screening test. The ELO-L was normed on 1,718 children aged three to eight years and divided into eight age groups with a minimum of 100 participants in each group. It is composed of five subtests targeting receptive vocabulary, expressive vocabulary, sentence comprehension, sentence production and expressive phonology. We explain how the test was adapted for Lebanese, and present the subtests, the scoring method and the normative sample. We furthermore give the first validation results, reporting on developmental sensitivity, reliability, concurrent validity and diagnostic accuracy.
Utilization and Perceived Utility of Institutional Administrative and Student Affairs Assessment Resources
Author: Groover, Cynthia D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,Administrator Surveys,Scoring Rubrics,Feedback (Response),Peer Evaluation,Administrator Attitudes,Institutional Evaluation,Researchers,Evaluation Utilization,Data Use

Many institutions implement assessment teams as resources to develop faculty and staff knowledge of and confidence in programmatic assessment processes. Additional resources may include rubrics or peer review and feedback, but effectiveness of these resources is rarely evaluated. Programmatic assessment allows institutions to examine the impact of multiple resources to determine which positively impact assessment outcomes. This quantitative study examined administrative and student affairs units' perceptions of assessment resources supported by the Office of Institutional Effectiveness (OIE) at one large public, southeastern university. The findings corroborated the positive impact of rubrics and peer review and feedback, providing a basis for continued support of many of the institution's existing resources. Although institutions cannot control the utilization of resources available, they can be more certain that the resources provided are beneficial to those who seek them.
A Question-Based Approach to the Design of a Successful &quot;Finance for Non-Financial Managers&quot; Executive Education Program
Author: Frank, Mary Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Management Development,Business Administration Education,Instructional Design,Minicourses,Money Management,Decision Making,Questioning Techniques,Taxes,Accounting,Professional Continuing Education

Many successful non-financial managers aspire to contribute at the larger table of management decision making. To do so necessitates broadening their skills to include financial acumen. For non-financial managers, learning new financial constructs can be daunting, and knowing when to use which tool is challenging. We describe a three-questions-based approach underlying the design and delivery of our successful one-week &quot;Financial Management for Non-Financial Executives&quot; program at the University of Virginia's Darden School of Business. We use a three-questions-based approach to facilitate the learning process in each of the following four financial arenas that comprise the overarching, larger financial acumen agenda: (1) Modeling the financial effects associated with typical internal operating decision alternatives; (2) Assessing the impact of operating decisions on the financial statements produced for external constituents; (3) Assessing the impact of operating decisions on popular financial performance metrics used to compare and contrast companies; and (4) Recognizing and incorporating the basic tax implications applicable to internal operating decision alternatives. For each of these four financial arenas, we outline three key questions tailored for each, using one comprehensive example to illustrate the application of our questions-based approach.
From Failure to Consummation: Students&apos; Perception of Completing Matriculation Exams in Preparation for University Admission
Author: Zamir, Sara
Date: 2019-00-00
Type: Journal Articles
Subjects: College Admission,Student Attitudes,College Preparation,Academic Failure,Self Concept,Decision Making,Coping,High School Students,Young Adults,Student Motivation,Foreign Countries,Educational Experience,College Entrance Examinations

The Israeli pre-academic preparatory programs were initiated in 1963 in order to ensure enhanced accessibility to higher education for diversified populations. Most of the students enroll in the programs after repeated failures at high school. Some manage to break away from the vicious cycle of failures, while others lag behind. This study investigated the students' perception of their decision to join the programs and complete their final matriculation exams. The findings illustrated that most of the students had described the post high school completion of the matriculation exams as an ambivalent process which embodied both difficulties and satisfaction. The way these students explained their failure at high school leaded to extensive insights about the learning functioning they acquired during the program and their expectations of success.
Holistically Assessing Critical Thinking and Written Communication Learning Outcomes with Direct and Indirect Measures
Author: Demeter, Elise
Date: 2019-00-00
Type: Journal Articles
Subjects: Holistic Approach,Critical Thinking,Outcomes of Education,Writing Skills,Evaluation Methods,Standardized Tests,Student Surveys,College Seniors,College Freshmen,Public Colleges,National Surveys,Learner Engagement,Performance Based Assessment

Students at many higher education institutions are expected to acquire effective written communication skills and strong critical thinking skills. Although these student learning outcomes are common, these skills are complex. Assessing students' attainment of these outcomes at an institutional level can be difficult as many approaches to measuring student learning have inherent flaws or biases. This study uses direct and indirect measures of student learning to triangulate freshmen and seniors' attainment of written communication and critical thinking outcomes. The data collected through these complementary methods allowed institutional stakeholders to examine student learning through different lenses and to create a detailed and nuanced portrait of student learning within the institution.
Humanizing the Assessment Process: How the RARE Model Informs Best Practices
Author: Leaderman, Emilie Clucas
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Assessment,Professional Identity,College Faculty,Resource Staff,Cooperation,Higher Education,Educational Practices,Best Practices,Interprofessional Relationship

This paper introduces a conceptual framework for overcoming common assessment challenges and supporting a positive assessment culture in higher education through fostering collaborative relationships with faculty and staff. By using a lens that integrates concepts from person-centered and solution-focused counseling, positive psychology, and motivational interviewing, assessment practitioners can better understand what guides the cultivation of inclusive and participatory relationships in assessment. The RARE model provides a common set of strategies for implementing principles of effective assessment practice, developed by two assessment professionals from universities located in different accrediting regions: WASC (Western Senior College and University Commission) and SACSCOC (Southern Association of Colleges and Schools Commission on Colleges). In calling attention to the influence of their practitioner training and background, this model also highlights the benefit of exploring the disciplinary diversity that exists within the assessment field. Through exploration of this reflexive, strengths-based approach to assessment practice, the authors contribute to the discourse about professional identity in higher education assessment.
Investigating Linguistic &quot;Features&quot; into Italian Test Performances of Arabic Speakers
Author: Cosenza, Luana
Date: 2019-07-00
Type: Journal Articles
Subjects: Italian,Teaching Methods,Language Tests,Error Patterns,Profiles,Standardized Tests,Error Analysis (Language),Universities,Language Skills,Arabs,Second Language Learning,Second Language Instruction,Language Usage,Guidelines,Test Content,Item Analysis,Listening Comprehension Tests,Reading Tests,Rating Scales,Semitic Languages,Native Language,Foreign Students,College Students

Our paper aims at analysing the linguistic &quot;features&quot; produced by Arabic learners of Italian as a foreign language. There are published studies of common errors for Arab students of Italian (Della Puppa, 2006; Giacalone Ramat et al., 2001). However, this study introduces the standardized language assessment, namely the CILS test of Italian, as context of research. The study uses error analysis as a method to improve didactic strategies for teachers considering the detected language needs and profiles of Arabic learners. The data is a representative sample of 200 test takers of CEFR level B2, is the level that guarantees the access to the Italian universities to foreign students. First, the study investigates the test outcomes in the four language skills (listening, reading, written and oral production) and the use of language, and then focuses on the exam scripts, in order to identify different types of errors that occur repeatedly.
Dialogic Lessons and Triadic Relationship among Pupils, Learning Topic, and Teacher
Author: Miyazaki, Kiyotaka
Date: 2019-00-00
Type: Journal Articles
Subjects: Relationship,Instructional Materials,Learning Theories,Elementary School Teachers,Elementary School Students,Developmental Psychology,Questioning Techniques,Teacher Student Relationship,Learning Processes,Foreign Countries

This paper argues that a teacher should and can be not only the organizer of a lesson as well as participant in a dialogue who has the equal right with pupils vis-à-vis the truth of the learning material in order to make lessons dialogic. To analyze such a teacher's way of being in the lesson, the concept of a triadic relationship among pupils, learning material, and a teacher was introduced. The teacher can learn something new in the pupils' learning material as the pupils can do. The teacher can discover an unknown question that she/he does not know its answer or even its existence in pupils' wrong or irrelevant thoughts about the learning material. This sort of teacher's learning makes classroom lessons dialogic as pupils and a teacher exercise the equal rights vis-à-vis the truth of the learning material in the lesson. Here, pupils and teachers learn about the learning material from each other. The importance of this sort of teacher's learning for dialogic lessons has been rarely emphasized in dialogic pedagogy research. These arguments are advanced in this paper based on the analysis of the Japanese elementary teachers' knowledge of practices. This paper focuses mainly on the pedagogical view named Saitou pedagogy developed by Kihaku Saitou and his colleagues, and studies their thoughts and classroom lessons to investigate teacher's work to make lessons dialogic. To provide a theoretical basis for the analysis, theories of dialogue, developmental psychology and dialogic pedagogy were reviewed to understand how these theories had studied the triadic relationship and were compared with Saitou pedagogy. The result demonstrated that Bakhtin's perspective on the dialogic author was useful in analyzing the teacher's way of being in Saitou pedagogy. It was also suggested that Saitou pedagogy's view of the unknown question would give Bakhtinian theories of dialogue a hint for new area of study.
A State Level Analysis of the Marzano Teacher Evaluation Model: Predicting Teacher Value-Added Measures with Observation Scores
Author: Basileo, Lindsey Devers
Date: 2019-07-00
Type: Journal Articles
Subjects: Teacher Evaluation,Value Added Models,Prediction,Teacher Effectiveness,Observation,Scores,Correlation

The purpose of the study is to close the gap in the literature regarding the Marzano Teacher Evaluation Model (MTEM) that lacks large scale empirical investigations to assess the predictability of the model. The study thoroughly reviews the extant literature from all teacher evaluation frameworks, particularly focusing on the large body of published studies that have investigated the correlations between teacher observation ratings and teacher value-added measures, then outlines the literature specific to the MTEM. The study extracted observation ratings from a collection platform and linked it to the Florida Department of Education teacher value-added measure, which controls for prior testing history and student-level characteristics. The study sample included over 12,000 teachers and validated the use of the MTEM, particularly in Florida, by upholding the magnitude of correlations found in other instructional frameworks and demonstrating that observation ratings were the largest predictor in multilevel models accounting for student, teacher and school level characteristics.
The Essential Role of Program Theory: Fostering Theory-Driven Practice and High-Quality Outcomes Assessment in Student Affairs
Author: Pope, Andrea M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Student Personnel Workers,Program Improvement,Outcomes of Education,Theory Practice Relationship,Academic Achievement,Program Development,Barriers,Program Evaluation,Articulation (Education),College Students

Despite persistent calls by professional organizations and leaders in the field for theory-based programs, it is often difficult for student affairs professionals to articulate why and how their programs should work (i.e., program theory). This lack of program theory influences professionals' ability to use assessment results for program improvement. We, therefore, address two barriers to the articulation of program theory: knowledge of relevant theory and the ability to apply theory to practice. For the latter, we provide a four-step process to assist professionals in developing theory-based programs and assessing their effectiveness. To increase efficiency in assessment practice, we recommend program theory be well-articulated before outcomes assessment data are collected. Importantly, the articulation of program theory should facilitate the realization of the ultimate goal of outcomes assessment: learning improvement.
Championing Equity &amp; Social Justice-Based Pedagogies: Appreciating Paul Gorski
Author: Mahari de Silva, Renuka
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Graduate Students,Personal Narratives,Social Justice,Teaching Methods,Racial Bias,Ideology,Educational Change

This article is the third in a series of narrative studies of leaders in the field of multicultural education researched and written by Cheryl Hunter and several of her graduate students at the University of North Dakota. The first in the series featuring Marybeth Gasman appeared in the Fall 2017 issue, the second featuring Gloria Ladson-Billings in the Spring/Summer 2018 issue, and other articles will appear in future issues of &quot;Multicultural Education&quot;. Hunter and her students demonstrate how incorporating the personal narratives of prominent multiculturalists and practitioners with their scholarship helps us understand the depth of the scholar's writing, the complexities of such scholarship, and the passion surrounding both their work and their lived experience. The project of narrative inquiry combines qualitative research methods, including interviews, with multicultural education, thus producing a series of biographies that offer a window into the history and development of multicultural education and its concepts. [For the second article in the series, 'Gloria Ladson-Billings: Igniting Student Learning through Teacher Engagement in &quot;Culturally Relevant Pedagogy,&quot;' see EJ1198108.]
A University Literacy Festival: Connecting Authors &amp; Students from Title I Schools
Author: Martelli, Cynthia Dawn
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Authors,Books,Disadvantaged Schools,Young Adults,Culturally Relevant Education,Student Attitudes,Secondary School Students,College School Cooperation,Universities

The idea of a university literacy festival was conceived to connect students from Title I schools with young adult authors who focus their writing on diverse characters. The goal of the university literacy festival was to invite authors whose writing would represent strong, diverse characters that would allow students from Title I schools to see themselves and their culture through literature on a deeper level. When students are given the opportunity to meet the authors of books they read at a university literacy festival, it ignites imaginations and enables them to experience &quot;story&quot; in a real and immediate way.
Attitudinal Differences towards Instructional Supervision: A Study of Teacher Beliefs and Supervisory Behaviour in Malaysia
Author: Sharma, Sailesh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Beliefs,Supervisors,Experience,Educational Attainment,Age Differences,Gender Differences,Secondary School Teachers,Supervisory Methods,Principals,Administrator Role,Administrator Attitudes,Teaching Experience,Teacher Supervision

The purpose of this study is to investigate the supervisory beliefs of the teachers. It examines a number of distinct aspects of teachers' beliefs in regard to supervision: position, supervisor's experience, length of service, level of education, age and gender. The respondents of this study were seventy teachers from one of the secondary schools in Malaysia. Data was collected through the use of the instrument devised by Glickman and Tomashiro (1980) &quot;Determining one's Beliefs regarding Teacher Supervision&quot;. Cross tabulation, Pearson Chi Square, and Cramer's V test were used to analyse the data. The findings suggested that supervisory beliefs are independent of demographic variables and directive behaviours are among the most preferred behaviours.
Detecting Gender Differences in PISA 2012 Mathematics Test with Differential Item Functioning
Author: Yildirim, Ozen
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Tests,Test Bias,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Test Items

The measurement tool not measuring the specific construct has a validity problem. Individuals based on the results obtained from this type of tool should not be evaluated. The purpose of this study was to examine the differentiated item functioning and item bias of mathematics items in the Programme for International Student Achievement 2012 assessment for gender using two-level hierarchical generalized linear model, logistic regression and experts' opinions. Also differentiated item functioning sources (anxiety, interest and self-efficacy) at student level were tested. The current study was created under take into account of quantitative and qualitative methods. It was conducted with 1458 students selected from 166 schools of Turkey sample. The results reveal that hierarchical generalized linear models approach is more conservative than logistic regression approach. When the student level variables were added to the model as potential sources, differentiated item functioning did not disappear for the three items. Also half of the experts argued that the items identified as in favor of boys are biased. Statements in the items and the context were given as the reasons for this bias.
Empowering High School Students through Engagement in a Community Event
Author: Palazzo, Steven J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Empowerment,High School Students,Learner Engagement,Obesity,Health Promotion,Adolescent Attitudes,Adolescents,Human Body,Program Effectiveness,Disadvantaged Environment,Institutional Cooperation,Nonprofit Organizations,Nursing Education,Graduate Students,Outreach Programs,Community Needs,Exhibits,Change Agents,Student Leadership

Background: Obesity continues to afflict adolescents in underserved communities. It is difficult to understand how adolescents perceive empowerment over their health and the health of their communities. The purpose of our study was to describe the impact of the Healthy Heart Ambassador program on adolescents' perceived empowerment through the development and implementation of a community event. Methods: High school students designed and implemented a cardiovascular health promotion and disease prevention community event using knowledge acquired through participation in the Teen Take Heart program. The HHA program was created based on the Adolescent Empowerment Model, where participants chose a community event they felt would best deliver the cardiovascular health promotion and disease prevention information. Participants completed a post event survey to evaluate their sense of empowerment while participating in the program. Results: The AES addressed two domains and six attributes of psychological empowerment. The results suggest a sense of empowerment resulted from participating in the student-led community event. Conclusion: During the HHA event students were engaged with other students, teachers, and members of their community who attended the event. In addition, groups of students who did not normally interact with each other were cooperating and working as a team.
Enhancing Pre-Service Teachers&apos; Integration of STEM Education into Home Economics Lessons through a Professional Development Program
Author: Saratapan, Narumon
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Home Economics Education,Home Economics Teachers,Faculty Development,Knowledge Base for Teaching,Lesson Plans,Curriculum Implementation,Foreign Countries

This research was aimed to assess whether a newly developed professional development (PD) program enhances STEM-based teaching practices among pre-service home economics teachers. The activities in this PD program were divided into three parts: knowledge about STEM education, lesson plan development, and implementation of STEM-based lessons. Using three pre-service home economics teachers as case studies, data were collected throughout the PD program from group discussions, observations, interviews, and review of documentation. Data were analyzed using content analysis. The findings demonstrated that the pre-service teachers gained more confidence with integrating STEM education into their lesson plans as a result of the PD program. In addition, they were able to link content about home economics to other disciplines. This integration provided more opportunities for students to test their own ideas, ask questions, and apply 21st century skills. STEM knowledge, school context, students' learning style, and time constraints were identified as the main factors that impacted their teaching practices. Results from this study provides insight on how to better prepare teachers outside of the STEM disciplines with integrating STEM content into their teaching practices and provides a framework for future research.