ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning an Online Assessment Course for English Language Teachers in Latin America
Author: Giraldo, Frank
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Computer Assisted Instruction,Computer Assisted Testing,Cross Cultural Studies,Latin Americans,Instructional Design,Online Courses,Bilingualism,Special Needs Students,Faculty Development,Teacher Attitudes,Barriers,Ethics,Performance Based Assessment,Testing,Foreign Countries,Language Teachers,Course Descriptions

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.
Exploring Criteria for Evaluating In-Service English Language Teachers&apos; Performance
Author: Hassani, Azadeh
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Peer Evaluation,Case Studies,Evaluation Criteria,Private Education,Administrator Attitudes,Check Lists,Feedback (Response),Pedagogical Content Knowledge,Teaching Skills,Personality Traits,Parent Attitudes,Student Attitudes,Administrator Characteristics,Foreign Countries

This case study explored the evaluation criteria applied by six supervisors of a private language institute (three men and three women) through individual in-depth interviews in an English-as-a-foreign-language context. The researchers also collected data from supervisors' observation checklists and written feedback. A thematic analysis resulted in five main themes and two sub-themes. Therefore, a tentative framework was developed, encompassing five criteria: English and Content Knowledge, Teaching Skills, Personal Traits, Fulfilling Workplace Expectations, and Parents'/Learners'/Peers' Feedback. The proposed framework can help increase language supervisors' teacher evaluation literacy.
Ethnic/Racial Differences in Mathematics Performance of Texas Grade 3 Students: A Statewide, Multiyear Study
Author: Davenport, Gaylon
Date: 2023-06-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,Mathematics Achievement,Grade 3,Elementary School Students,Achievement Tests,Mathematics Tests,Computation,Algebra,Geometry,Measurement,Data Analysis,Financial Literacy,Academic Standards

In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided.
Opinion of Primary School Teachers about the Culturally Responsive Education Practices Used in the Life Studies Lessons: Implementation of the Practices Used in the US to Turkey
Author: Akcan, Emrullah
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Culturally Relevant Education,Program Effectiveness,Social Studies,Interaction,Student Development,Cultural Awareness

Culturally Responsive Education (CRE) has been found to be an effective method of teaching because it focuses on academic success for all students, cultural competencies, sociopolitical aspects, and has been proven effective among school cultures that are diverse in demographics. The aim of this research is to reveal opinion of primary school teachers about the Culturally responsive education practices used in the life studies courses. Within the scope of this aim, culturally responsive practices used in the USA were implemented in classrooms in Turkey, and at the end of these practices, teachers' opinions on these applications were examined. In this study, phenomenology, one of the qualitative research methods, was used. This qualitative research design tries to explain what exactly the experiences of many people about a certain concept or event mean. The working group of this research consists of 14 primary school teachers. In order to collect the main data of the research, interviews were conducted with the teachers using a semi-structured interview form. These collected data were transferred to the computer and analyzed with the help of the MAXQDA 2020 software. In addition to the main data of the research, sociometry and sociogram techniques were used to collect additional data. According to the data obtained, it was determined that these practices had two main effects. One of these main effects is the effect on students and the other is the effect on teachers.
Designing Faculty-Led Study Abroad Programs with Internships to Enhance Interdisciplinary Curricula
Author: deLusé, Stephanie R.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Study Abroad,Internship Programs,Interdisciplinary Approach,Curriculum Development,Learning Experience,Foreign Countries,Curriculum Implementation

Study abroad and for-credit internships are both high-impact educational practices. Yet even before the downturn in students studying abroad in the COVID-19 era, the Institute for International Education's &quot;Open Doors&quot; reports indicated that in recent pre-pandemic years only about 7% of study abroad programs included for-credit internships, despite evidence that faculty-led international internship experiences present a transformational learning opportunity that offers insights into understanding complex issues on a more global scale. Expanding study abroad models to include international internship experience may be especially effective for introducing or expanding interdisciplinary learning and integrative thinking. Such programming should have a place in interdisciplinary curricula and program development. This article, based on the authors' years of experience of leading over 350 students through 14 internship-based study abroad programs in five countries, highlights reasons why a faculty-led study abroad program with internships is valuable for students and assists faculty in envisioning the possibilities and overcoming the initial hesitations that might exist when considering mounting such an ambitious endeavor.
Toward Integrating Conflicting Views of Capitalism in Economics and English
Author: Garton-Gundling, Kyle
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Systems,Economics,World Views,Political Attitudes,English Instruction,Definitions,Conflict,Interdisciplinary Approach,Educational Research,Individualism,Freedom,Collectivism,Creativity,Ideology

It is well known that it is harder to integrate conflicting insights across disparate disciplines than similar ones. In this article, I focus on the relation between economics, which is dominated by views that one could characterize as &quot;pro-capitalist,&quot; and English, which is dominated by views that one could characterize as &quot;anti-capitalist.&quot; It is crucial to examine this specific pair of disciplines because each has recently shown an apparent increased interest in the other, but without seriously challenging their own dominant views. I consider why current attempts at interdisciplinarity between economics and English have been inadequate. Whereas one might attribute this conflict mainly to the gap between economics' quantitative methods and English's traditionally qualitative ones, I find instead that differing assumptions are more important than differing methods in explaining conflicting insights between those in these two fields. Each discipline's interest in the other's concepts or methods remains superficial, falling short of deep engagement with the other in a way that truly challenges its own assumptions. To chart a possible way out of this impasse, I identify four key areas in which those in economics and English harbor conflicting assumptions about capitalism that undergird each discipline's internal consensus and suggest how to apply Allen F. Repko's and Rick Szostak's (2021) tools of integration to those assumptions. I find that different combinations of integrative techniques such as redefinition, transformation, organization, and extension are likely to work better at yielding common ground on some sets of assumptions than others. My goal is not to accomplish full integration, nor do I take it for granted that such integration is ultimately possible. Rather, I want to set an agenda and hone a toolset for integration without preconceptions about how this effort at integration will turn out. I conclude with a reflection on obstacles to integration and how researchers might try to overcome them.
The Exploring Teacher-Family Partnerships in Infant Center-Based Care: A Comparative Study of Teachers&apos; and Mothers&apos; Perspectives and Influential Factors
Author: Coelho, Vera Lúcia
Date: 2023-06-00
Type: Journal Articles
Subjects: Mothers,Infants,Teachers,Parent Teacher Cooperation,Child Care,Teacher Attitudes,Parent Attitudes,Personality,Classroom Environment,Family Environment,Educational Practices,Educational Attainment,Influences,Foreign Countries,Child Caregivers

Teacher-family partnerships are crucial elements of high-quality early childhood education. The factors influencing these partnerships, particularly for children under age 3, are not well known. This study compares teachers' and mothers' perspectives on their partnership and the ideal practices they would like to see implemented. Additionally, it investigates child, family, and program-level factors predictive of partnership practices. Participants were mothers and teachers of 90 infants who completed the Real-Ideal Teacher-parents Partnership Scale; mothers rated child's temperament, and classroom quality was observed 6-months after infants entered childcare. Home environment was assessed before infants entered childcare. Both mothers and teachers reported a medium-high number of practices being implemented, but ideally, would like more practices to be implemented. The frequency of mother and teacher reports of real and ideal practices were significantly associated, although teacher reports were higher. Findings from the regression analyses showed that teacher level of education (having a Master) was uniquely and positively associated with both teachers' and mothers' reports of real partnership practices, and was significantly associated with teachers' reports of ideal partnership practices. Mothers' education level predicted their ideal partnership practices. Findings highlight the importance of teacher education for partnerships, especially considering the variability in legal requirements regarding qualifications for teaching infants across Europe.
Preventive Initiatives to Promote Psychological Adjustment among Primary Students: Findings of RULER Approach in Spanish Public Schools
Author: Castillo-Gualda, Ruth
Date: 2023-06-00
Type: Journal Articles
Subjects: Elementary School Students,Foreign Countries,Psychological Needs,Student Adjustment,Prevention,Intervention,Public Schools,Social Emotional Learning,Evidence Based Practice,Mental Health,Control Groups,Program Effectiveness,Child Behavior,Symptoms (Individual Disorders)

Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims to provide evidence for the impact of RULER (Recognizing, Understanding, Labeling, Expressing, Regulating), an evidence-based approach to SEL, on students' mental health outcomes in Spanish public schools. A total of 207 primary school students (50.24% girls, mean age of 9 years) participated in the study. The teachers in the intervention school as compared to the control school received RULER instruction consisting of 15 hours of professional development training, 3 hours of follow-up, and SEL implementation guidelines throughout the school year. Students completed the Behavior Assessment System (BASC S-2). Results showed significant impacts in the RULER as compared to control school, including a reduction of clinical symptoms, such as anxiety and atypicality, as well as emotional symptoms, such as the sense of inadequacy among 9 to 12 year old students. Implications of these findings are discussed.
Quality of Child Development Scales. A Systematic Review
Author: Luque de Dios, Sara M.
Date: 2023-06-00
Type: Journal Articles
Subjects: Child Development,Developmental Stages,Preschool Children,Research Reports,Psychometrics,Cultural Differences,Rating Scales,Test Validity,Culture Fair Tests,Usability,Efficiency,Computer Assisted Testing,Infants,Toddlers,Measures (Individuals),Behavior Rating Scales,Adjustment (to Environment),Children,Daily Living Skills,Disabilities,Psychomotor Skills,Neonates

Currently, Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric quality of these tests and identify aspects in need of improvement. To this end, the PRISMA methodology and the WOS and ProQuest databases were used to search for articles addressing this topic. A total of 680 articles were identified, of which 72 were selected using the established inclusion and exclusion criteria. The results indicate a scarcity of independent studies on the statistical measurement of the scales. The selected articles are very heterogeneous and validate these tests using adaptations of common metrics. Most perform cross-cultural, concurrent, and prognostic validations of the tests. We conclude that the quality of the scale metrics and other common aspects of these tests need to be improved, particularly sample sparsity and heterogeneity, as well as cultural biases. We underline the importance of applying for advances in metrics for the construction of developmental scales and recommend the use of computerised versions to improve their ease of use and efficiency.
Effects of Scaffolded Peer Review Training on Revision Quantity and Quality in Foreign Language Writing
Author: Do, Thi Bich Thuy
Date: 2023-07-00
Type: Journal Articles
Subjects: Writing Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Error Correction,Feedback (Response),Revision (Written Composition),French,Majors (Students),Vietnamese People,Foreign Countries,Comparative Analysis,Peer Evaluation,Cognitive Processes,Writing Improvement,Scaffolding (Teaching Technique),College Students

While several research studies have investigated the impact of peer review training (PRT) on writing quality of L2 students, effects of PRT on revision quantity and quality remain vague. The purpose of this study was to compare revision quantity and quality before and after a scaffolded PRT following Anderson's proceduralization theory. Twenty French-major Vietnamese college students were trained for two months to become acquainted with peer review processes: detection, diagnosis and correction. Texts and feedback from pairs of students were collected and analysed in terms of cognitive revision processes. Mann-Whitney U tests showed significant effects of the scaffolded PRT on detection quantity, diagnosis quantity, diagnosis quality and correction quality. Students made more error detections, more compliments, more diagnoses, and more macro-level detections but fewer micro-level detections in the first draft of their partner's text after PRT. They generated better diagnoses in the first draft of their partner's text and better corrections in the final draft of their text after training. The author recommends that language teachers continue to offer scaffolded PRT to improve students' writing competence.
The Importance of Socio-Affective Relationships in Educational Contexts: Validation of a Closeness-Conflict Scale and a Motivational Communication Scale
Author: Bardelli, Noemi Elena
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Technical Education,Vocational High Schools,Interpersonal Relationship,Motivation,Conflict,Communication (Thought Transfer),Relevance (Education),Classroom Environment,Teacher Student Relationship,Student Attitudes,Affective Behavior

In studies on the motivational classroom climate the need to delve into socio-affective aspects that make up the pedagogical relationships -PR- between teachers and students that affect the closeness and communication is recognized. That is why this work seeks to validate the design of two evaluation instruments focused on PR (Closeness/Conflict Scale and Motivational Communicational Scale) applied to 459 students from technical secondary schools (Argentina) and establish links with the CMC as well as with the satisfaction and interest achieved in terms of the relevance of school learning. The results found to prove that the two assessment scales created meet measurement guarantees, showing encouraging reliability, internal, convergent and predictive validity data. Likewise, the relationships between the Motivational Communication and Closeness scales are strong since significant correlations were found. The relationship model between communication/closeness/conflict turned out to explain the satisfaction that students perceive of their teachers, demonstrating the importance of the main determinants of PR (closeness, communication and conflict) for the CMC and contributing to the evaluation of educational interventions focused on improving the climate.
Reconceptualization of Test Fairness Model: A Grounded Theory Approach
Author: Beheshti, Shima
Date: 2023-07-00
Type: Journal Articles
Subjects: Test Bias,Equal Education,Grounded Theory,Test Construction,Models,Test Validity,Scoring,Decision Making,Accountability,Student Rights,Standard Setting

The indefinite nature of test fairness and different interpretations and definitions of the concept have stirred a lot of controversy over the years, necessitating the reconceptualization of the concept. On this basis, this study aimed to explore the empirical validity of Kunnan's (2008) Test Fairness Framework (TFF) and revisit the established test fairness conceptualization following the principles of grounded theory. To this end, 10 university lecturers of TEFL, 20 high school English language teachers, 15 PhD students in TEFL, and 15 MA students in TEFL participated in open-ended and semi- structured interviews. Following grounded theory rubrics, the researchers read, codified, and analyzed the obtained interview data. Simultaneously, memos were written, comparisons were drawn, possibilities were seen, and robust categories were developed through theoretical sampling. This process continued iteratively until the categories saturated. Next, the categories were juxtaposed and compared to see how they fit together and finally several major categories emerged accordingly. The opinions were diagrammed and a visual image of the categories and their relevant scope, power, and associations were represented to construct a theoretical logic. The new hierarchy of test fairness categories became discernible as the interviewees named distinct characteristics for a fair test. The identified levels of the new conceptualization of test fairness were entitled validity, construction and structure, administration, scoring, reporting, decision-making, consequences, security, explicitness, accountability, equality, and rights. The need for advancing context-specific and locally agreed-upon equity principles as driven by the impossibility of the fulfillment of the equality principle in the real world conditions is an important finding of this study with concrete implications for both theory and practice in the field.
Understanding the Distraction and Distraction Mitigation Factors and Their Relationship with the Procrastination of Master&apos;s and Doctoral Students in Administration
Author: da Silva, Leandro Aparecido
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Doctoral Students,Time Management,Attention Control,Student Attitudes,Student Behavior,Administrator Education

The lack of studies on academic procrastination caused by distractions in the context of social isolation, during the COVID-19 pandemic, motivated the study that sought to answer: How do master's and doctoral students perceive distraction and distraction mitigation factors in about your procrastinating behavior? Aiming to understand the distraction and attention mitigation factors that influence procrastinating behavior in the postgraduate academic context. This is qualitative research of phenomenological nature. The study participants are twenty-four students, twelve master's students representing about 23% of the universe, and twelve doctoral students, corresponding to approximately 21% of the universe. Based on a literature review, a theoretical framework developed that allowed comparison with the earlier analysis categories and the data collected in the semi-structured interviews. The topics Academic Distraction Factors (ADF) and Academic Distraction Mitigation (ADM) generated 583 citations, finding sixty-one codes or subcodes. The lack of planning and work outside presented as complicating factors that lead to academic procrastination. Suitable time management and the use of tools to help manage learning are good allies in mitigating distractions.