ethanporcaro/eric-fulltext-meta huggingface dataset:
The Opinions of Field Experts on Online Test Applications and Test Security during the COVID-19 Pandemic
Author: Kilinc, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Computer Assisted Testing,Evaluation Methods,Foreign Countries,School Closing,Technology Uses in Education,Distance Education,College Faculty,Testing,Test Construction,Information Security,Cheating

Within the scope of this study, it was aimed to determine the factors that should be considered regarding the usability and security of online test applications used as an assessment and evaluation tool during the COVID-19 pandemic. In this context, the case study method was used to obtain the opinions of field experts. Furthermore, in this study, using the focus group interview technique as a data collection technique, the criterion sampling method, one of the purposeful sampling methods, was used to determine participants. At this point, it was taken into consideration that the participants were experts in the field of open and distance learning. In this regard, a total of 15 field experts who have experienced online test during the emergency distance education period at Anadolu University, Turkey contributed to the focus group interviews consisting of three groups. The results obtained at the end of the study offer solutions for the usability of online test applications, the use of which has increased with the pandemic process and ensuring the security of these applications.
Overview of Early Childhood Care and Education in Malaysia
Author: Rahmatullah, Bahbibi
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Educational Development,Educational History,Child Development,Child Care,Preschools,Child Care Centers,Kindergarten,Preschool Curriculum,National Curriculum,Early Childhood Teachers,Teacher Education,Parent Participation,Community Involvement

Early childhood care and education (ECCE) is commonly understood in Malaysia as providing care and education for young children from the age of newborn until about six years old, before they enter formal elementary education. Various curriculum and teaching approaches were developed to enhance children's learning experiences based on their needs, age, and ability to support all three main developmental aspects: cognitive (language development and problem-solving skills), physical (development of gross and fine motor skills), and social-emotional (interaction with others). This paper will provide an overview of Malaysia's ECCE from its early implementation until today based on literature review of related research conducted in Malaysia. The definition of ECCE in Malaysia, its history and development, ECCE providers and type of institutions, current ECCE curriculum, and ECCE related acts in Malaysia are presented. In addition, the challenges faced, its consequences, and future course of ECCE in Malaysia are also discussed. It is envisaged that this article would be a platform for the relevant stakeholders worldwide to gain an insight on the Malaysian ECCE, serve as a benchmark and act as a reference for their respective ECCE settings.
Radio Drama Competition as an Effective Tool to Boost the Motivation and Self-Confidence of Primary and Secondary School English Learners in Hong Kong
Author: Chan, Kevin Kai-Wing
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Radio,Drama,Student Motivation,Elementary Secondary Education,Student Attitudes,Teacher Attitudes,Self Esteem,English (Second Language),Second Language Instruction,Competition,Cooperation,Teamwork,Communication Skills

In this report, we investigate the use of a radio drama competition to boost motivation, self-confidence, and cooperation in language learning for primary and secondary school students in Hong Kong. The results suggest the radio drama competition had a positive impact on increasing motivation, collaboration, and confidence in language learning. For the study, we used online surveys and interviews with students and teachers who participated in the radio drama competition to examine their perceptions of the competition. We have included the surveys and interview results of two competitions in consecutive years, and both years' results indicate students had positive views about their experience. Both students and teachers believed the competition enhanced collaboration and teamwork, confidence, and communication skills most. This paper contributes to the literature by shedding light on the pedagogical implications of English teachers incorporating more radio drama and language arts into their classrooms to improve students' language learning. Well-selected language arts materials could increase students' language learning process as well as their motivation and self-confidence to learn the target language.
Proposal for Need Analysis in an Exam Preparation Course: A Descriptive Study
Author: Chero, Cristian Alexander Chiroque
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Test Preparation,Guidelines,Private Education,Student Needs,Language Skills,Difficulty Level,Class Activities,Computer Games,Handicrafts,Student Attitudes,Preferences,Elementary School Students,Foreign Countries

Need analysis is an essential element in the process of designing any language course as it seeks to cater for what learners need in their lessons. This study proposes a framework to analyse learners' needs for exam preparation courses. The proposed framework adopts the works of Macalister, Nation, and Brindley to address different linguistic and non-linguistic needs. To the best of the researcher's knowledge, no framework has ever been provided for teachers to carry out need analysis in the context of preparing for international exams. In this study, therefore, the framework was applied to find learners' needs in an exam preparation course for an A2 English level international exam. The participants were 10 learners aged 10-12 enrolled on a course in a private language centre. The data were collected through a combination of quantitative and qualitative tools, that is to say, by questionnaires, tests, and classroom observations. Results revealed that the framework herein proposed gives a detailed understanding of the learners' needs prior to the course showing that learners from this study have difficulties in the skills of reading, writing, and listening. Findings also revealed learners' preference for a variety of classroom activities, online games, and art-crafts.
The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons
Author: Isaak, Ricarda Corinna
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Biology,Science Instruction,Student Interests,Learning Strategies,Grade 7,Grade 8,Grade 9,Grade 10,Secondary School Students,Age Differences,Foreign Countries

For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners' academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students' use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (M[subscript age]=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students' level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students' age as the covariate to analyse our data. Results revealed a significant effect of gender on the students' use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.
Mobile-Learning-Based Exploration of English Reading Teaching Reform for Non-English Majors in China
Author: Guo, Wentao
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Second Language Instruction,Reading Instruction,Telecommunications,Handheld Devices,Online Courses,Educational Technology,Nonmajors,Teaching Methods,Blended Learning,Formative Evaluation,Summative Evaluation,College Students,Student Attitudes,Instructional Effectiveness

Under the development of the information age, traditional Chinese teaching model of college English reading courses can no longer meet the needs of the times, and needs to be reformed urgently. From the perspective of mobile learning, this paper tries to combine modern educational technology with classroom teaching by using an online English reading learning platform, and explores the construction of a new teaching model. This model tries to form effective teaching supervision and assessment through the combination of online and offline teaching model, in-class and after-class teaching model, as well as real-time and dynamic big data monitoring, which breaks the closed classroom teaching environment, enriches the teaching content and means, complements and improves the teaching method of traditional Chinese college English reading courses. The aim of this study is to enrich teaching content, reform traditional teaching model and construct a new teaching model for English reading courses through the teaching practice of the online English reading platform, and further optimize the use of the platform by collecting and analyzing effective assessment and feedback, so as to make full use of the online reading platform and improve the mobile reading teaching model.
The Relationship between School Principals&apos; Cultural Intelligence Level and Teachers&apos; Job Satisfaction and Intention to Leave the Job
Author: Gokalp, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Cultural Awareness,Job Satisfaction,Teacher Persistence,Predictor Variables,Teacher Administrator Relationship

This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers' job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.
Can I MOOC to Catch Up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand
Author: Jitpaisarnwattana, Napat
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Online Courses,Student Attitudes,Grammar,Nursing Education,Program Effectiveness,Foreign Countries,College Students

This study investigated the effects of supplementing a traditional EFL class with a grammar-focused LMOOC. It also investigated students' attitudes to the LMOOC. Students taking a compulsory English course at a nursing college in Thailand were divided into two groups, a LMOOC group (n=33) and a non-LMOOC group (n=26). The LMOOC group engaged in a 4-week LMOOC as a supplement to their usual English classes. The non-LMOOC group continued with their usual English classes with no additional interventions. Final examination scores and gains since the midterm for the two groups were compared. Attitudes to the LMOOC were assessed using a questionnaire and interviews. Students in the LMOOC group experienced statistically significantly larger gains in grammar scores than the non-LMOOC group (M = 5.45, SD = 4.31, p &lt; 0.001). Students reported very positive attitudes towards the LMOOC, in terms of enjoyment and perceived effectiveness. The estimated gains found in this small study were relatively modest, but our findings suggest that LMOOCs as a way to supplement in-class teaching may improve attainment and foster positive attitudes. Further controlled experiments to assess the wider applicability of our findings are needed.
Equality of Admission Tests Using Kernel Equating under the Non-Equivalent Groups with Covariates Design
Author: Altintas, Ozge
Date: 2021-00-00
Type: Journal Articles
Subjects: College Admission,College Entrance Examinations,Test Bias,Equated Scores,Test Items,Statistical Analysis,Probability,Error of Measurement

Educational assessment tests are designed to measure the same psychological constructs over extended periods. This feature is important considering that test results are often used for admittance to university programs. To ensure fair assessments, especially for those whose results weigh heavily in selection decisions, it is necessary to collect evidence demonstrating that the assessments are not biased and to confirm that the scores obtained from different test forms have statistical equality. Therefore, test equating has important functions as it prevents bias generated by differences in the difficulty levels of different test forms, allows the scores obtained from different test forms to be reported on the same scale, and ensures that the reported scores communicate the same meaning. In this study, these important functions were evaluated using real college admission test data from different test administrations. The kernel equating method under the non-equivalent groups with covariates design was applied to determine whether the scores that were obtained from different periods and measured the same psychological constructs were statistically equivalent. The non-equivalent groups with covariates design was specifically used because the test groups of the admission test are non-equivalent and there are no anchor items. Results from the analyses showed that the test forms had different score distributions and that the relationship was non-linear. Thus, the equating procedure was adjusted to eliminate these differences and thereby allowing the tests to be used interchangeably.
The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
Author: Jørgensen, Christian Helms
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Refugees,Cultural Differences,Job Skills,Apprenticeships,Civil Rights,Educational Opportunities,Barriers,Access to Education,Secondary Education,Admission Criteria,Prior Learning,Readiness,Second Language Learning,Social Support Groups,Public Policy

Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to school-based training. The article examines and juxtaposes the legal rights, the actual opportunities and the barriers to refugees' participation in and completion of VET at upper secondary level in the three selected countries. Methods: The study is based on reviews of literature and an analysis of refugee policies in the three countries. The literature search used a snowballing strategy and included policy documents, research publications and grey literature from organisations of civil society. The literature review employed a narrative, issue-focused approach to explore and compare key categories relating to the research question. To elaborate, refine and structure the categories for each of the three countries we used an input-process-output model and a combination of deductive and inductive analysis procedure. Findings: The findings of the study are divided into six categories that structure the analysis: Admission requirements, validation of prior learning, vocational guidance and preparation, language training, social support measures and access to apprenticeships. The analysis reveals that both asylum seekers and recognised refugees have more opportunities in Germany than in the other two countries regarding the key categories. The findings show no major differences in the position of the social partners in the three countries in relation to refugees' participation in VET, however the national governments reacted differently to the influx of refugees. In Austria and Denmark, governments with strong anti-immigration agendas took office and reduced the access to and participation in VET for asylum seekers and refugees. At the same time, the German government introduced various integration measures for refugees in cooperation with employers with the aim of making VET more accessible to refugees. Conclusion: To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees' opportunities to access and complete VET.
Cooperation between Learning Venues and Its Limits: The Hotel Industry in Cancún (Mexico)
Author: Vogelsang, Beke
Date: 2021-00-00
Type: Journal Articles
Subjects: Hospitality Occupations,Vocational Education,Educational Quality,On the Job Training,School Business Relationship,Foreign Countries,Educational Change,Tourism,Educational Cooperation,Governance,Skilled Workers,Educational Objectives,Partnerships in Education

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught &quot;on a dual basis&quot;, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skill formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the Mexican vocational training system has been reformed in recent years. Hence, it is necessary for vocational schools and universities interact closely with companies in order to coordinate their activities. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. By using this empirical case, the study contributes to research in vocational education and training about the principles that are necessary for successful cooperation between learning venues. This study thereby critically discusses the setting of common goals, communication between companies and training organizations, and governance. Method: In an exploratory approach and based on a qualitative framework, ten face-to-face expert and semi-structured interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The exploratory and qualitative study is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and educational organizations (vocational school/university), are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role regarding the cooperation between hotels and educational organizations. Conclusion: There are general findings, which can also be useful for other regions. This study shows that learning venues cooperation are possible with both vocational schools and universities. In order for learning venues cooperation to be successful, certain principles are needed. However, these principles are related to the specificity of a region or a particular industry.
Examining the Discrimination of Binary Scored Test Items with ROC Analysis
Author: Cum, Sait
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Items,Item Analysis,Discriminant Analysis,Item Response Theory

In this study, it was claimed that ROC analysis, which is used to determine to what extent medical diagnosis tests can be differentiated between patients and non-patients, can also be used to examine the discrimination of binary scored items in cognitive tests. In order to obtain various evidence for this claim, the 2x2 contingency table used in the ROC analysis was adapted in accordance with the logic of item discrimination. It was suggested in the article that the areas under the ROC curves (AUC) obtained by using the sensitivity and specificity values calculated with the adapted contingency table can be considered as a measure of item discrimination. The results of the statistical analyses made on the simulation data showed that the AUC values were positively and highly correlated with the D, r[subscript bis] and &quot;a&quot; parameter values of the items, and the AUC values from different sized samples were consistent. Additionally, ROC analysis was more stable against range narrowing than other methods. In this respect, it was concluded that very large groups were not needed to examine item discrimination with the proposed method.