ethanporcaro/eric-fulltext-meta huggingface dataset:
A Genre-Based Analysis of Indonesian Research Articles in the Social Sciences and Humanities Written by Indonesian Speakers
Author: Arsyad, Safnil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literary Genres,Research Reports,Journal Articles,Academic Discourse,Language Patterns,Discourse Analysis,Social Sciences,Humanities,Indonesian,Rhetoric

This study examines the discursive structures and linguistic features of research articles (RAs) written in Indonesian by Indonesian writers with the aim of exploring how Indonesian writers rhetorically describe their research methods in their RAs. The corpus for this study consists of 51 selected RAs published mainly in university-based social science and humanity journals in Indonesia. The seven-move structure (SMS) model for RA method sections was employed. The results showed that, first, the SMS model can capture broad communicative units or moves in the Indonesian RA method section but not smaller communicative units or steps. Second, in terms of the occurrence of moves and steps, the Indonesian RA method section is generally similar to the ones in English. Third, the use of discourse and linguistic markers is quite frequent in the Indonesian RA method sections. It is believed that Indonesian writers will not find it rhetorically difficult to write the method section of RAs in English as far as they are well informed of common linguistic features of English academic texts.
Evaluating Equity at the Local Level Using Bootstrap Tests. Research Report 2016-4
Author: Kim, YoungKoung
Date: 2016-00-00
Type: Reports - Research
Subjects: Equated Scores,Evaluation Methods,Sampling,Statistical Inference,High Stakes Tests,Aptitude Tests,College Entrance Examinations,High School Students,Cutting Scores,Item Response Theory,Computation,Comparative Analysis

Because of concerns about test security, different test forms are typically used across different testing occasions. As a result, equating is necessary in order to get scores from the different test forms that can be used interchangeably. In order to assure the quality of equating, multiple equating methods are often examined. Various equity properties have been used to assess the adequacy of different equating methods. The current study proposes a method that evaluates equity properties using the bootstrap technique, which allows for a statistical test of equity at the local level without making any distributional assumptions. The approach is particularly helpful for high-stakes assessments where the determination of cut scores takes on great importance and has implications for practice. The study demonstrates the bootstrap tests using a random sample from a pre-2015 PSAT/NMSQT® test administration in which the scores are used to determine eligibility for scholarship for students. The equity properties for the assessment, in particular the cut scores in which the scholarships are determined, are examined within an IRT framework. In terms of equating design, the current study focuses on the common item nonequivalent groups equating design. Four equating methods--IRT true score, IRT observed score, frequency estimation (FE), and chained equipercentile (CE) method--are compared. Although the results of the bootstrap test revealed great utility to assess equity properties, it is also important to notice that the results are limited to the specific sample data from the pre-2015 PSAT/NMSQT test administration in which the ability difference between new and old forms was relatively large due to the difference in the target populations. In addition, the equating design for the current study was the common nonequivalent design. Thus, simulation studies that include different equating designs and different levels of examinee ability differences (between old and new forms) should be examined in future studies. Sensitivity analysis can be conducted to assess the efficacy of the bootstrap test.
TIMSS Advanced 2015 and Advanced Placement Calculus &amp; Physics. A Framework Analysis. Research in Review 2016-1
Author: Lazzaro, Christopher
Date: 2016-00-00
Type: Reports - Research
Subjects: Advanced Placement,Physics,Calculus,Achievement Tests,International Assessment,Mathematics Tests,Mathematics Achievement,Elementary Secondary Education,Foreign Countries,Science Achievement,Science Tests,Student Evaluation,Alignment (Education),Test Content,Test Construction,Test Preparation,Geometry,Algebra

This report will determine to what degree the AP Physics 1 and 2 and AP Calculus AB and BC frameworks are aligned with the Trends in International Mathematics and Science Study (TIMSS) Advanced Physics and Mathematics frameworks. This will enable an exploration of any differences in content coverage and levels of complexity, and will set the stage for a future performance report that will evaluate AP student performance on TIMSS Advanced. The current report will expose meaningful differences in frameworks that may speak to performance outcomes. In 2015, the U.S. as well as several cooperating countries will participate in TIMSS Advanced, providing the optimal opportunity to recognize AP and non-AP students within the TIMSS Advanced sample and investigate the differences in performance. The field trial determined that the established sampling plan ensured adequate AP Physics 1 and 2, and AP Calculus representation, as well as non-AP students to which they can be compared for the final country-to-country performance report. The overall strong alignment between the TIMSS Advanced framework and AP Physics 1 and 2 and AP Calculus suggests that AP students taking the TIMSS Advanced Exam in the Spring of 2015 should be very familiar with the content being assessed. Further, AP students should also be familiar with the context of the assessment items and the way in which the assessment items are presented to the students on the exam. Knowing that AP students are prepared for the TIMSS 2015 Exam will allow for deeper claims to be made in the subsequent performance report, as it will not be necessary to speculate whether or not the material on the TIMSS Advanced 2015 Exam is relevant to AP students. In addition, the level of detail this alignment report provides will allow researchers writing the performance report to deconstruct different sections of the TIMSS 2015 performance report to identify sections of the exam where we would expect AP students to excel and where AP students are less prepared for the content being assessed.
Preparedness of Educators to Implement Modern Information Technologies in Their Work with Preschool Children
Author: Velickovic, Sonja
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Preschool Education,Technology Uses in Education,Educational Technology,Teacher Competencies,Technological Literacy,Kindergarten,Teacher Attitudes,Likert Scales,Attitude Measures,Teacher Education Programs,Foreign Countries

This study explores the issue of the preparedness of educators to realize the contents of the PPP (Preschool Preparatory Program) from the point of view of digitalization and informatization of the society. The authors are in favour of the implementation of modern educational technology in the process of educating preschool children with the aim of improving the quality of educational work. By this we primarily mean the use of computers and didactic programs in kindergartens which are seen as institutions which carry out a systematic and planned education of preschool children. With this objective have the results of the research of the degree to which the educators are prepared to use computer in the process of realization of the contents of the Preparatory preschool program been presented. The results show that educators are interested in implementing ICT (Information and Communication Technology) within the process of educating preschool children who live and grow up in an era of Information Technology. The use of computers can surely help in the process of realization of the contents of the Preparatory Preschool Program; however, the truth is that they are not properly trained and qualified to do so, or to be more precise, they do not possess adequate pedagogical and methodological competence to be able to implement modern Information Technologies in their work with preschool children.
Introduction in Indonesian Social Sciences and Humanities Research Articles: How Indonesian Writers Justify Their Research Projects
Author: Arsyad, Safnil
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Research Reports,Journal Articles,Academic Discourse,Language Patterns,Discourse Analysis,Social Sciences,Humanities,Indonesian,Rhetoric,Research Projects,Literary Genres

The introductory part of a research article (RA) is very important because in this section writers must argue about the importance of their research topic and project so that they can attract their readers' attention to read the whole article. This study analyzes RA introductions written by Indonesian writers in social sciences and humanities journals. It focuses on how they justify their research topics and research projects. A corpus of 200 research articles written in Indonesian by Indonesian writers and published in Indonesian research journals was analyzed in this study. Following the problem justifying project (PJP) model suggested by Arsyad (2001), the analyses were conducted by using the genre-based analysis of text communicative purpose of &quot;move&quot; and &quot;step&quot;. The result of this study indicates that Indonesian writers justify their research project by introducing the actual research topic, identifying the research problem, and reviewing the current knowledge and practices. A bibliography is included.
Potential Problematic Rhetorical Style Transfer from First Language to Foreign Language: A Case of Indonesian Authors Writing Research Article Introductions in English
Author: Arsyad, Safnil
Date: 2016-00-00
Type: Journal Articles
Subjects: Indonesian,English (Second Language),Second Language Learning,Transfer of Training,Native Language,Periodicals,Authors,Language Styles,Research Reports,Writing for Publication,Intellectual Disciplines,Academic Discourse,Foreign Countries

Rhetorical style transfer from first language to a foreign language can be serious problems in academic writing, such as Research Articles (RAs). This study is aimed at analyzing the rhetorical style of Indonesian RA introductions in multiple disciplines written by Indonesian authors and published in Indonesian research journals especially on the ways authors justify their research topic and research activity and suggesting potential problems if this style is used when writing RAs in English. Four hundred RAIs written in Indonesian by Indonesian speakers were selected for this study from mostly university-based research journals. The analyses were conducted using a genre-based analysis method following problem justifying project (PJP) model by Safnil (2001). The results show that: 1) unlike English authors, Indonesian authors consider establishing shared background knowledge important in their RA introductions but not justifying their research project; 2) Indonesian authors justify their research topic by personal reasons and reviewing the current knowledge and practices; and 3) while some use subjective and practical reasons to justify their research projects, many do not justify it at all. If Indonesian authors use this rhetorical style when writing RAs in English, this can cause the article to be rejected by international journals.
A Genre-Based Analysis on the Introductions of Research Articles Written by Indonesian Academics
Author: Arsyad, Safnil
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Literary Genres,Research Reports,Journal Articles,Engineering,Sciences,Medicine,Academic Discourse,Language Patterns,English (Second Language),Discourse Analysis,Rhetoric,Statistical Analysis

The main purpose of this study was to search for the occurrence of communicative and subcommunicative units and to identify the linguistic features commonly used by the authors to realize the communicative and subcommunicative units. Three groups of English RAs by Indonesian speakers were chosen for this study: 10 RAs from engineering science, ten from science and ten from medical science journals. This study used genre-based method to investigate the communicative units in the text by using Swales' CARS as a model. The results show that: 1) only 11 out of 30 (36.66%) RA introductions have a &quot;niche establishment&quot;, 2) out of 11 RA introduction with a niche establishment none is of counter claiming type, and 3) the discourse markers often used in the niche establishment are of the contradictory type and the linguistic features used are of lexical negation and negation of the phrasal verb. The findings confirm those of previous relevant studies that discourse styles and linguistic features of English RA introductions by Indonesian speakers are different from the ones by English native speakers. Appended are: (1) Lists of RAs in the Corpus of the Study; (2) An Example of RA Introduction with a &quot;Niche Establishment&quot;; and (3) An Example of RA Introduction without a &quot;Niche Establishment.&quot;
Relating Difficulty in School Mathematics to Nature of Mathematics: Perception of High School Students from Kerala
Author: Gafoor, Kunnathodi Abdul
Date: 2015-12-22
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,High School Students,Questionnaires,Learning Problems,Student Attitudes,Problem Solving,Course Content,Difficulty Level,Teaching Methods,Vocabulary,Mathematics Skills,Surveys,Statistical Analysis,Mathematical Concepts

This study relates factors in nature of Mathematics and its teaching learning to student difficulties for diverse mathematics tasks. Descriptive survey was done on a sample of 300 high school students in Kerala with a questionnaire on difficulties in learning. Student perception of difficulty on 26 types of tasks, under five heads that students may face in solving problems in school mathematics were obtained. These were subsequently abridged through factor reduction into nine categories of tasks in school mathematics. Parallel to this, ratings on 13 reasons related to nature of school mathematics that students perceive as making mathematics difficult for them were also obtained. In factor reduction, these reasons merge into two broad sources of difficulty: 1. Nature of school mathematics content, and 2. Nature of Mathematics Teaching-Learning. Nature of school mathematics with less control for teaching learning correlated more with relatively less difficult tasks. Findings imply that tasks in school mathematics where in students perceive higher difficulty can be remedied through adaptation in teaching learning to a considerable extent. Proper guidance on methods of learning Mathematics and metacognitive and self-regulatory strategies are recommended. Practice may be given in understanding questions, key words and analysing word problems. Mathematical content should be prepared and presented in tune with the daily life of the child. Mathematical vocabulary of students needs to be strengthened by helping with symbols, notations and mathematical terms. Frequent cumulative revision may help in meeting challenges from cumulative nature of the subject.
An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms
Author: Dynia, Jaclyn M.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Classroom Environment,Literacy Education,Factor Analysis,Reading Materials,Writing (Composition),Printed Materials,Technology Uses in Education,Rating Scales,Test Validity,Test Reliability,Hypothesis Testing,Models,Observation

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five separate dimensions of the physical literacy environment; including (a) variety and use of books, (b) variety and use of writing centre materials, (c) variety and use of technology, (d) variety of environmental print and (e) variety and use of other literacy-related materials. Overall, these five dimensions demonstrated reasonable reliability and validity. Implications for investigating the physical literacy environment and future directions for research are discussed. [At time of submission to ERIC this article was in press with &quot;Journal of Early Childhood Literacy.&quot;]
How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes
Author: Fisher, Tracey Simmons
Date: 2015-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: African Americans,Males,Middle Class,Parent Role,Qualitative Research,Academic Achievement,Ideology,Racial Bias,Adolescents,Academically Gifted,Advanced Placement,Resilience (Psychology),Semi Structured Interviews,High School Students,Educational Attainment,Family Income

The purpose of this qualitative study was to examine African American, middle class parents' facilitation of an academic achievement ideology that is racism-resistant in their adolescent offspring in AP and Gifted Education classrooms. Three research questions guided the study: (1) how do African American, middle class parents come to acquire or learn an achievement ideology that is resistant to racism? (2) how do African American, middle class parents of adolescents enact an achievement ideology with them that resists racism? (3) what are the consequences or results of African American, middle class parents enacting an achievement ideology with their adolescents that is resistant to racism? The method used to gather data in this qualitative study was the person-to-person, semi-structured interview. A modified version of the Seidman (2013) interview method captured rich, narrative data. A stratified purposeful sample of potential parent participants was accessed at one southeastern high school. Potential parent participants were identified through their African American adolescent children who had earned above average grades, were in AP and gifted classes, and earned high AP national test scores. Participation was voluntary. Additional screening criteria were the parents' college experience and income level. Major themes are: (a) understand that education impacts life quality (b) expect to work twice as hard to get half as far as Whites (c) use available resources to support learning (d) engage in high expectation conversations at home (e) network to enhance educational, racial and social class experiences. Conclusions are that the African American parents in this study intentionally pass on racially and culturally relevant knowledge to their adolescents about academic achievement resisting racism and compel them to be in, excel in, and understand the benefits of, AP and gifted. The parents in this study also reported that their adolescents developed friendships across racial lines in AP and gifted which is a consequence of enacting a racism resistant achievement ideology that includes enhancing their adolescents' social class connections. Appended are: (1) IRB Approval; (2) Online Screening Questionnaire; (3) Interview Guide I; (4) Interview Guide II; (5) Research Participation Recruitment Letter of Interest; (6) Sample Memo 1/Audit Trail; (7) Sample Memo 2; and (8) Transcript Excerpt/Theme Coding. [This document is a dissertation submitted to the Graduate Faculty of the University of Georgia, in partial fulfillment of the requirement for the degree Doctor of Philosophy.]
KIDS COUNT Data Book, 2016: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Child Welfare,Economic Impact,Annual Reports,Well Being,Educational Opportunities,Classification,Social Indicators,Definitions,Child Health,Child Development,Family Characteristics,Academic Achievement,Dropout Rate,Graduation Rate,Health Insurance,Mortality Rate,Drug Abuse,Statistical Distributions

The Annie E. Casey Foundation's &quot;2016 KIDS COUNT Data Book&quot; finds today's youth--Generation Z--are healthier and completing high school on time despite mounting economic inequality and increasingly unaffordable college tuition. Aided by smart policies and investments in prevention, a record number of teens are making positive choices. This year, the annual report focuses on key trends in child well-being in the post-recession years and offers recommendations for how policymakers can ensure all children are prepared for the future, based on the country's shared values of opportunity, responsibility and security. The following are appended: (1) Child Well-Being Rankings; and (2) Data for 16 Indicators of Child Well-Being. Contains endnotes, an about the index section, definitions and data sources, and primary contacts for state KIDS COUNT projects. [The Population Reference Bureau was instrumental in the development of the KIDS COUNT index and in the collection and organization of data presented in this book. The publication was produced under the general direction of Laura Speer and Florencia Gutierrez. Other Casey staff who contributed to this report include Sue Lin Chong, Ryan Fox, Lisa Hamilton, John Hodgins, Michael Laracy and Norris West. Nancy Cauthen provided writing and research support. For &quot;KIDS COUNT Data Book, 2015: State Trends in Child Well-Being,&quot; see ED563840.]
ESSA's Well-Rounded Education. Special Report
Author: Jones, Scott D.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Role of Education,Interdisciplinary Approach,Access to Education,Accountability,Educational Opportunities,School Districts,Needs Assessment,Definitions,Core Curriculum,Educational Change,Curriculum Enrichment,Grants,Educational Innovation

As questions regarding the Every Student Succeeds Act (ESSA) flow in to Education Commission of the States, one frequent inquiry is about the concept of a &quot;well-rounded education,&quot; referenced more than 20 times and included within the majority of Titles in the Act. State education leaders want to know what constitutes a well-rounded education, how can they ensure students across their state have access to it, and how, if at all, the U.S. Department of Education plans to hold their state accountable to it. This paper provides a brief overview of what is included in a well-rounded education and the opportunities that ESSA opens for states and districts to provide such an education to their students.