ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship among Creative (Mis) Fit, College Culture, Creative and Academic Self-Efficacy
Author: Cayirdag, Nur
Date: 2016-08-10
Type: Journal Articles
Subjects: Creativity,Self Efficacy,College Students,Foreign Countries,Personality Theories,College Environment,Creative Thinking,Correlation,Questionnaires,Statistical Analysis

Although person-environment fit (PEF) has been extensively studied in organizational psychology and business literature, its application to educational context has been limited. The current study used PEF framework in terms of creativity within the context of higher education. The nature of relationship between person-environment fit, college culture, creative and academic self-efficacy has been investigated. Analyses based on two different formulations of PEF indicated that college culture, creative and academic self-efficacy are the highest when both person and environment components are high. Specific analyses with misfit scores indicated that college culture generates a pro-environment discrepancy. Creative self-efficacy is more related to person component whereas college culture and academic self-efficacy were related to environment component. Results are discussed in relation to the literature and theories of creativity.
Effects of Sound Painting Applications on Performance
Author: Coskuner, Sonat
Date: 2016-08-10
Type: Journal Articles
Subjects: Music Education,Sign Language,Musical Composition,Workshops,Questionnaires,Singing,Musical Instruments,Performance,Psychomotor Skills,Creativity,Musicians,Foreign Countries,College Students,College Faculty,Program Effectiveness,Likert Scales

Today, some of the important dilemmas of music education are that performers are too dependent on the notes in a written musical score and they are not being so able to improvise. Stage phobia, lack of motivation and problematic of perception regarding today's modern music are additional problems facing musicians. This research aims at revealing the effects of performer's works of Soundpainting, which is a universal, multi-disciplinary live composing sign language. In order to realize this aim, 16 h of workshop is conducted with Walter Thompson, the creator of Soundpainting language, and following that, a questionnaire is conducted with 21 participators. As a result, it is concluded that performers are inclined to perform via Soundpainting, their awareness towards their instruments/bodies/voices increased, within the group and as a Soundpainter, the performance increased their motivation. They are not disturbed by the music which came out as a result of the Soundpainting composition. Their awareness towards aleatoric music increased. Soundpainting performance helped them direct their attention and Soundpainting performance positively affected performer's psychomotor behaviors and improvisation skills.
Vocabulary Developing Strategies Applied to Individuals with Hearing Impairments
Author: Karasu, Guzin
Date: 2016-08-10
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Hearing Impairments,Vocabulary Development,Learning Strategies,Graphic Arts,Outcomes of Education,Student Improvement,Literacy Education,Action Research,Data Analysis,Criterion Referenced Tests,Language Tests

The general purpose of this research was to investigate the strategies utilized for vocabulary development of ten individuals (first year college students) in Graphic Art Department, School for The Handicapped, Anadolu University with hearing impairment. The reflective and cyclical data were consisted of videotape recordings of the actual lessons, audiotape recordings of the meeting of the validity committee, lesson plans, archival data, students' artifacts and test results. During the instructions, based on the Balanced Literacy Instructional Approach (BLIA), direct and indirect vocabulary developing strategies were applied meaningfully, functionally and purposefully. The research findings indicated that the individuals with hearing impairment improved in their vocabulary and the application of combinations of direct and indirect vocabulary developing strategies repeated in various contexts is beneficial for the students' vocabulary development.
The Relation between Prospective Teachers' and Their Parents' Learning Styles
Author: Vural, Levent
Date: 2016-08-10
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Style,Measures (Individuals),Parent Child Relationship,Teacher Education Programs,Foreign Countries,Educational Background,Parent Attitudes,Student Attitudes,Reliability,Correlation,Statistical Analysis

The aim of this study is to investigate the relation between the learning styles of teacher candidates and those of their parents. Relational survey method has been employed to conduct the study. The target group contains 211 novice teachers studying at different teacher training departments of a Turkish university. The Grasha-Riechmann Student Learning Style Inventory and Kolb Learning Style Inventory have been administered to the participants and to their parents. The participants were asked to administer these scales to their parents. Inventories detected to be incomplete were eliminated, and consequently only 33 families' responses have been evaluated. The parents with a degree from a middle school or above have participated in the study. The data obtained from Kolb Learning Style Inventory suggest that there is no relation between the learning styles of teacher candidates and those of their parents. However, the data set from Grasha-Riechmann Student Learning Style Inventory displays a medium level relation between the learning styles of participating teacher candidates and that of their parents. Additionally, no statistically significant difference has been identified across the learning styles of participants in terms of their regional background and the educational background of their parents.
Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. Policy Information Report. ETS RR-15-01
Author: Ackerman, Debra J.
Date: 2015-06-00
Type: Journal Articles
Subjects: Hispanic American Students,Bilingual Education,School Readiness,Oral Language,English (Second Language),Second Language Learning,Academic Achievement,Language Proficiency,At Risk Students,Preschool Education,Elementary School Students,Teaching Methods,Educational Strategies,Family Income,Parent Background,Educational Background,Spanish,Educational Legislation,Standards,Language of Instruction,Parent Participation,Literacy,Teacher Qualifications,Validity,Reliability

Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.
Stereotype Threat, Inquiring about Test Takers' Race and Gender, and Performance on Low-Stakes Tests in a Large-Scale Assessment. Research Report. ETS RR-15-02
Author: Stricker, Lawrence J.
Date: 2015-06-00
Type: Journal Articles
Subjects: Stereotypes,Reading Tests,Mathematics Tests,Longitudinal Studies,Racial Differences,Gender Differences,Females,High School Students,Questionnaires,Performance,Scores,Identification (Psychology),African American Students,White Students,Statistical Analysis,Pretests Posttests,Difficulty Level

This study explores stereotype threat on low-stakes tests used in a large-scale assessment, math and reading tests in the Education Longitudinal Study of 2002 (ELS). Issues identified in laboratory research (though not observed in studies of high-stakes tests) were assessed: whether inquiring about their race and gender is related to the performance of Black and female test takers and, secondarily, whether this association is greater for test takers most identified with math and reading. After high school sophomores completed a questionnaire that included inquiries about their race and gender, only one change in test performance was consistent with expectations from stereotype-threat theory: Black test takers' math scores decreased. Their reading scores and young women's math scores did not decrease, and identification with math and reading did not moderate score decreases for Black test takers or women.
Evaluation of &quot;e-rater&quot;® for the &quot;Praxis I&quot;®Writing Test. Research Report. ETS RR-15-03
Author: Ramineni, Chaitanya
Date: 2015-06-00
Type: Journal Articles
Subjects: Writing Tests,Licensing Examinations (Professions),Teacher Competency Testing,Scoring,Automation,Comparative Analysis,Models,Evaluation,Correlation,Validity,Interrater Reliability,Essay Tests

Automated scoring models were trained and evaluated for the essay task in the &quot;Praxis I&quot;® writing test. Prompt-specific and generic &quot;e-rater&quot;® scoring models were built, and evaluation statistics, such as quadratic weighted kappa, Pearson correlation, and standardized differences in mean scores, were examined to evaluate the e-rater model performance against human scores. Performance of the scoring model was also evaluated across different demographic subgroups using the same statistics. Additionally, correlations for automated scores with external measures were observed for validity evidence. Analyses were performed to establish appropriate agreement thresholds between human and e-rater scores for unusual essays and to examine the impact of using e-rater on operational scores and classification rates. The generic e-rater scoring model was recommended for operational use to produce contributory scores within a discrepancy threshold of 1.5 with a human score.
Test Takers' Writing Activities during the &quot;TOEFL iBT&quot;® Writing Tasks: A Stimulated Recall Study. &quot;TOEFL iBT&quot;® Research Report. TOEFL iBT-25. ETS Research Report No. RR-15-04
Author: Barkaoui, Khaled
Date: 2015-06-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,English (Second Language),Writing Instruction,Recall (Psychology),Computer Assisted Instruction,Writing Processes,Keyboarding (Data Entry),Task Analysis,Role,Comparative Analysis,Writing Evaluation,Language Proficiency,Correlation,Coding,Statistical Analysis,Foreign Countries,Graduate Students,Undergraduate Students,Computer Assisted Testing

This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the &quot;TOEFL iBT&quot;[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test takers with different levels of ELP (low vs. high) and keyboarding skills (low vs. high) responded to 2 TOEFL iBT writing tasks (independent and integrated) on the computer. Each participant then provided stimulated recalls about the writing activities they used when performing each writing task. Stimulated recalls were coded and the results were compared across tasks and test-taker groups. The findings indicated that the participants engaged in various construct-relevant activities, such as interacting with the writing task and resources, planning, generating, evaluating, and revising. Additionally, test takers' writing activities varied significantly across tasks and to a lesser extent across test-taker groups. Participants' writing activities varied most across writing tasks and, to a lesser extent, across English proficiency groups. Low keyboarding skills seem to have affected mainly activities on the independent writing task. To better understand the role of keyboarding skills in performance on the TOEFL iBT writing tasks and to address the test's extrapolation inference, future studies need to compare the writing performance of test takers with different levels of second language (L2) proficiency and keyboarding skills in test and nontest settings.
Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations. Research Report. ETS RR-15-06
Author: Timpe Laughlin, Veronika
Date: 2015-06-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Communicative Competence (Languages),English (Second Language),Classification,Computer Software,Second Language Instruction,Language Usage,Work Environment,Task Analysis,Models,Native Speakers,Educational Research,Search Strategies,Discourse Analysis,Speech Acts,Electronic Mail,Meetings,Business Communication,Evaluation Methods,Language Tests

This review paper constitutes the first step within a larger research effort to develop an interactive pragmatics learning tool for second and foreign language (L2) learners and users of English. The tool will primarily endeavor to support pragmatics learning within the language use domain &quot;workplace.&quot; Given this superordinate objective, this paper is subdivided into 2 parts. In the first section, we provide a detailed overview of previous (empirical) research, theories, and frameworks of communicative competence to review the role of pragmatics as an essential component of L2 communicative language ability. A principled, systematic, and exhaustive literature search was conducted via key word searches, and the selected literature was categorized and coded using NVivo 10 software. Next, 12 distinct models of communicative language ability that contain components of pragmatic knowledge were identified and analyzed. The commonly identified constitutive components were then reconceptualized into a proposed construct of pragmatic competence. The challenges of operationalizing pragmatic competence in both instruction and assessment are discussed. The second part of the paper constitutes a domain analysis of pragmatics in the language use domain &quot;workplace.&quot; First, the literature is reviewed for communicative tasks and activities that feature prominently in different workplace settings across various English-speaking countries. Then, we suggest and exemplify different model task types that can be employed in the context of learning and assessment materials that aim to foster pragmatic-functional awareness in both English as a foreign language (EFL)/English as a second language (ESL) learners and first language (L1) speakers alike.
TOEFL Junior® Design Framework. TOEFL Junior® Research Report. TOEFL JR-02. ETS Research Report No. RR-15-13
Author: So, Youngsoon
Date: 2015-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Early Adolescents,Language Proficiency,Test Validity,English for Academic Purposes,Age Differences,Interpersonal Communication,Language Usage,Listening Skills,Reading Skills,Speech Skills,Writing Skills,Scores,Scoring Rubrics

This paper presents the theoretical and empirical foundations of the &quot;TOEFL Junior&quot;® assessment and its development process. The TOEFL Junior test was developed to address the increasing need for objective measures of English language proficiency for young adolescent learners, who are being introduced to English as a second or foreign language at a much younger age than ever before. This paper presents the test purposes and intended uses, target population, target language use domains, and test constructs of the TOEFL Junior test. Also included is a description of the overall test structure and scoring system, which demonstrates how the constructs are operationalized. Finally, we outline research topics to support the interpretive argument of the use of the test.This document is expected to serve as a reference point during investigations of validity evidence to support the intended test uses over time.
Analyzing and Comparing Reading Stimulus Materials across the &quot;TOEFL&quot;® Family of Assessments. &quot;TOEFL iBT&quot;® Research Report. TOEFL iBT-26. ETS Research Report No. RR-15-08
Author: Chen, Jing
Date: 2015-06-00
Type: Journal Articles
Subjects: Language Tests,Second Language Learning,English (Second Language),Reading Comprehension,Difficulty Level,Computer Software,Text Structure,Scores,Guidelines,Test Validity,Comparative Analysis,Reading Tests,Common Core State Standards,Statistical Analysis,Test Format,Computer Assisted Testing

The &quot;TOEFL&quot;® family of assessments includes the &quot;TOEFL&quot;® Primary&quot;™, &quot;TOEFL Junior&quot;®, and &quot;TOEFL iBT&quot;® tests. The linguistic complexity of stimulus passages in the reading sections of the TOEFL family of assessments is expected to differ across the test levels. This study evaluates the linguistic complexity of each passage in a corpus of TOEFL stimulus passages. The analysis was conducted using the &quot;TextEvaluator&quot;®, a comprehensive text analysis system developed at Educational Testing Service (ETS). For each TOEFL reading passage, TextEvaluator provides an overall complexity score and 8 component scores that measure text complexity in specific domains. The results suggest that the overall complexity scores of the reading passages selected for use at different test levels are significantly different. According to the analysis of the component scores, the TOEFL Primary, TOEFL Junior, and TOEFL iBT passages are similar with respect to some aspects of text variation and distinct with respect to others. Score ranges based on the distributions of the overall complexity scores and the distributions of the component scores of all the passages at each test level can be used as guidelines to develop or select new passages.
Levels of Community Cohesion: Theorizing the UK Agenda and the Implications for Policy and Practice in Schools
Author: Parker-Jenkins, Marie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Involvement,Religious Education,Sustainability,Muslims,Jews,Islam,Judaism,Intergroup Relations,Social Integration,Prosocial Behavior,Qualitative Research,Terrorism,Violence,Institutional Characteristics,Educational Practices,Educational Policy

This paper explores the concept of &quot;community engagement,&quot; a central theme within a British research project examining the issues of cultural sustainability among faith-based schools. Discussion is informed by the views of Muslim and Jewish school community stakeholders at the time when the policy of social cohesion was being legally introduced into schools in the United Kingdom. The article provides: (a) an introduction to the context of the British government agenda on &quot;community cohesion&quot; (promoting greater knowledge, respect, and contact between groups within the community) in the aftermath of 9/11, the riots in northern towns in England in 2001, and the bombings in London; (b) an historical perspective on the establishment of denominational schooling in the UK with reference to Muslim and Jewish schools; (c) explication of the research design; (d) exploration of the theory and conceptualisation of community cohesion drawing on qualitative data from the study; and (f) the implications raised for policy and practice in all schools.
Immigrant Narratives: Power, Difference, and Representation in Young-Adult Novels with Immigrant Protagonists
Author: Clifford, Elizabeth
Date: 2011-00-00
Type: Journal Articles
Subjects: Immigrants,Adolescent Literature,Authors,Personal Narratives,Immigration,Power Structure,Cultural Differences,Cultural Pluralism,Content Analysis

As of 2008, about 23% of children in the United States were immigrants or the children of immigrants. This paper examines how immigrants are portrayed in books aimed at teenagers. From a sample of 20 young-adult novels we look at the demographics of both protagonist and author and examine how three main themes are addressed: (1) experiences prior to immigration; (2) journeys of immigration; and (3) adjustments due to immigration. Finally, we explore how the issues of power, difference, and representation play out in these immigrant narratives.
Working with English Language Learners: Preservice Teachers and Photovoice
Author: Graziano, Kevin J.
Date: 2011-00-00
Type: Journal Articles
Subjects: English Language Learners,Preservice Teachers,Photography,Story Telling,Elementary School Students,Student Experience,Hispanic American Students,Video Technology,Qualitative Research,Student Projects,Student Research,Undergraduate Students,Second Language Learning,Learning Experience,Urban Schools

This study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed. Three main themes emerged from English Language Learners' photographs and stories: (a) meaningful and fun instruction; (b) struggles and joys with literature, and (c) a sense of determination to excel and support others. Preservice teachers indicate they were positively affected by the enhanced learning environment of the study.
Watering America's Pluralist Roots: The Case for Open Religious Dialog in American Public Schools
Author: DeSantis, Josh
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Religion,Religious Education,Debate,Court Litigation,Educational Policy,Policy Analysis,Constitutional Law,State Church Separation,School Policy,Christianity,Failure,Cultural Pluralism,Public Opinion

The longest lasting and most intimate interaction with government for most Americans takes place in US public schools. The Court's choice to enter into the national religious debate intensified the rhetoric and polarized many Americans into opponents and proponents of increasing religious instruction in public schools. This work narrates the positions of Christian Americanists, pluralists, and secularists in this debate. It argues that court-originated policy governing religion in schools is a failure. A return to Constitutional Pluralism would benefit all people in the United States.
Use of Jackknifing to Evaluate Effects of Anchor Item Selection on Equating with the Nonequivalent Groups with Anchor Test (NEAT) Design. Research Report. ETS RR-15-10
Author: Lu, Ru
Date: 2015-06-00
Type: Journal Articles
Subjects: Test Construction,Equated Scores,Test Items,Sampling,Computation,Methods,Sample Size,Raw Scores,Reliability

In this study, we apply jackknifing to anchor items to evaluate the impact of anchor selection on equating stability. In an ideal world, the choice of anchor items should have little impact on equating results. When this ideal does not correspond to reality, selection of anchor items can strongly influence equating results. This influence does not disappear even if large examinee samples are present. Consequently, it provides a major hazard in practical use of equating. Although the effect of anchor selection does not disappear with increasing sample size, it is reasonable to expect smaller effects with test anchors with more items. To illustrate results, two examples of real equating data were evaluated using two classical equating methods. The results show that rather large effects may be associated with sampling of anchor items.