ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perceptions of a New Performance Evaluation System and Their Influence on Practice: A Within- and Between-School Level Analysis
Author: Finster, Matthew
Date: 2018-04-02
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Evaluation,Performance Based Assessment,Educational Change,Teacher Surveys,School Districts,Factor Analysis,Structural Equation Models,Educational Environment,Educational Practices,Factor Structure,Institutional Characteristics,Correlation,Statistical Analysis,Maximum Likelihood Statistics

Teacher performance evaluation systems (PESs) are central to policy efforts to increase teacher effectiveness and student learning. We argue that for these reforms to work, PESs need to be treated as coherent systems, in which teachers perceive that there are linkages between the PES components. Using teacher survey data from a large, midwestern school district, this article explores the linkages between teacher perceptions of a new PES using confirmatory factor analysis (CFA), structural equation modeling (SEM), and multilevel CFA. We also examine whether a strong evaluation climate developed in this district. The CFA and SEM analysis demonstrate that teacher perceptions of PES are interrelated and linked to perceptions of changes in teaching practices and to the potential impact on student learning. The multilevel CFA demonstrates cross-level noninvariance, with fewer factors being identified at the school levels. These results suggest a need for a school-level theory of action with corresponding school-level constructs. While we did not find evidence of a shared strong evaluation climate, the results of the analysis illustrate the importance of examining within-school agreement, both to assess the reliability of between-school differences in average teacher perceptions and to assess whether schools are developing a strong evaluation climate.
Perspectives on Evaluation from Curricular Contexts
Author: Shubert, William
Date: 2018-04-16
Type: Journal Articles
Subjects: Curriculum Evaluation,Evaluation Criteria,Value Added Models,Value Judgment,Relevance (Education),Evaluation Problems,Traditionalism,Social Behavior,Experiential Learning,Postmodernism,Context Effect,Foundations of Education,Social Justice,Educationally Disadvantaged

Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.
An Analysis of a Teacher&apos;s Questioning Related to Students&apos; Responses and Mathematical Creativity in an Elementary School in the UK
Author: Aziza, Mela
Date: 2018-03-00
Type: Journal Articles
Subjects: Questioning Techniques,Mathematics Instruction,Teaching Methods,Responses,Creativity,Observation,Grade 3,Audio Equipment,Interviews,Elementary School Teachers,Elementary School Students,Qualitative Research,Foreign Countries

Questioning has an important role in teaching mathematics. There is current research about questioning, especially related to class discussion and students' responses. Some researchers suggest teachers pose any kind of questions in mathematics classroom regarding problem solving and mathematical creativity. This research focused on a teacher's questioning activity and students' responses as well as students' mathematical creativity in response to the teacher's questions. This study used observation of a lesson that involved a teacher and twenty-seven third-year students (aged 7-8). Audio recording and notes were taken during the observation, and six students' work samples were also collected. The researcher transcribed the audio and then formulated appropriate interview questions for the teacher and six students chosen. The interview was conducted for clarifying the observation done and analysing what students' mathematical creativity looked like. This interview was also recorded and transcribed. The teacher applied some questioning techniques like using PowerPoint and a wait-time technique asking different questions both closed and open-ended questions. When asked questions, students were able to produce different responses. However, students gave longer answers to open-ended questions especially while the teacher asked questions &quot;How?&quot; and &quot;Why?&quot;. The results also showed that open-ended questions could stimulate students' mathematical creativity.
Sixth Grade Students&apos; Skills of Using Multiple Representations in Addition and Subtraction Operations in Fractions
Author: Kara, Fatma
Date: 2018-03-00
Type: Journal Articles
Subjects: Grade 6,Foreign Countries,Mathematical Concepts,Addition,Subtraction,Fractions,Concept Formation,Case Studies,Middle School Students,Mathematics Tests,Mathematics Achievement,Questionnaires,Coding,Misconceptions,Error Patterns

The current study aims to show the transition skills of sixth grade students between the representations (numerical, model, number line and verbal) given in addition-subtraction operations in fractions and to analyse the ability of the students to construct each representation type. In this research, case study method was used in terms of the subject and process followed. The study group of the research is the sixth grade students of three middle schools in Kastamonu province placed in the northern part of Turkey. The research participants consisted of 59 students, 31 of which are male and 28 of which are female. Data collected through &quot;Multiple Representations in Fraction Operations Test.&quot; According to research findings, it has been determined that the achievement of students in using different representations in operations with fractions is higher in addition operation compared to subtraction operation. In addition, it turns out that students are more successful in numerical-numerical, model-model, model-numerical, and numerical-model transitions compared to other transitions in both operation types. It was also found out that students fail in other representation types such as number line and verbal representation transition situations.
How Do Specialist Teachers Practice Safety Lessons? Exploring the Aspects of Physical Education Safety Lessons in Elementary Schools
Author: Park, Yongnam
Date: 2018-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Physical Education Teachers,Safety Education,Observation,Documentation,Specialists,Teacher Attitudes,Risk Management,Lesson Plans,Class Activities,Curriculum Development,Child Safety,Accident Prevention,Foreign Countries,Questionnaires,Semi Structured Interviews

The purpose of this study was to investigate elementary PE specialist teachers' assessments of safety risk factors in PE class, risk management, and difficulties in risk management. Five elementary PE specialist teachers who had at least five years of teaching experience participated in this study. Data were collected from non-participant class observations, in-depth interviews, and documents. Data were analyzed through the inductive categorical analysis. The results of this study are as follows: First, PE specialist teachers perceived that safe PE classes can be achieved by dealing with risks embedded within PE classes such as subject-innate, facility, environmental, and managerial components. Second, PE specialist teachers implemented safety classes by: (a) intentional class activities with detailed lesson plans, (b) reconstructing curriculum, and (c) making safety as a habit not as information acquisition. Third, participants had difficulty in teaching safety in PE classes due to: (a) outcome-oriented safety-first policy, (b) breach of safety codes between teacher and administrator, (c) limited contact with students, and (d) different level of sensitivity to safety issues. The findings suggest that teaching safety in PE classes are complex pedagogical activities that goes beyond teaching CPR or first aids and teacher education program should conceptualize safety issues from a pedagogical perspective.
A Comparison of 60-72 Month Old Children&apos;s Environmental Awareness and Attitudes: TEMA Kids Program
Author: Samur, Ayse Öztürk
Date: 2018-03-00
Type: Journal Articles
Subjects: Young Children,Age Differences,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Knowledge Level,Student Attitudes,Conservation (Environment),Environmental Education,Foreign Countries,Student Surveys,Statistical Analysis,Program Effectiveness,Preschool Education,Preschool Children

The purpose of this study was to compare children's environmental awareness and attitudes in the classes where TEMA Kids was implemented and where it was not. This study which used pre-test post-test control group quasi-experimental research design was carried out in 2016-2017 academic year. The study group was composed of 60-72 month old 138 children (69 experimental, 69 control) who continued their preschool education. Environmental awareness and attitude scale for preschool education children was used as data collection tool. The t-test for dependent and independent samples was used to compare children's environmental awareness and attitudes in experimental and control groups. When the findings were examined, it was identified that when compared to the control group, there is a significant difference in favour of children in the classes where TEMA Kids program was implemented in all sub-dimension and total scores of the scale except for the environmental attitude sub-scale protecting creatures sub-dimension.
Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties
Author: Salihu, Linda
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Elementary School Students,Gender Differences,Place of Residence,Socioeconomic Status,Academic Achievement,Learning Problems,Grade 4,Low Achievement,Influences,Mathematics Achievement,Reading Comprehension,Achievement Tests,Mathematics Tests,Nonverbal Ability,Intelligence Tests,Statistical Analysis

The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special emphasis was placed on longitudinal investigations of the development of mathematics skills in children with learning difficulties in mathematics over a 2-year and 4-month period. Participants were 553 fourth-graders, 85 of whom identified with mathematical learning difficulties were classified into two subgroups: children with low mathematics achievement and children with limited mathematics ability. Results have shown that there were no gender differences in mathematics achievement. Children's living areas as well as their socio-economic status were observed to have a substantial impact on math performance. The performance level of limited math ability children was lower as compared to low math achieving children on all of the measures assessing math outcomes and reading comprehension. Findings indicate that a majority of the limited math ability group members still met the cutoff criterion after more than 2 years of school attendance.
Learning Environment Affecting Primary School Student&apos;s Mental Development and Interest
Author: Mikerova, Galina
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Elementary School Students,Environmental Influences,Cognitive Development,Student Interests,Mathematics Instruction,Russian,Grade 2,Grade 3,Grade 4,Student Surveys,Teaching Methods,Teacher Surveys

Education is the main tool of social development, a process of systematic teaching to transfer some knowledge and skills. The choice of teaching methods influences the level of information perception by students. The article deals with the influence of studying environment on mental development level and students' interest. For cognitive development, diagnostic and academic interest to subjects testing and questioning of 736 primary school children was conducted. The respondents were divided into three groups depending on the technologies (systems) of teaching Mathematics and Russian language. The study shows that while teaching Russian using IDU technology more positive dynamics of educational effects is revealed.
The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and Their Views on STEM Training Teachers
Author: Acar, Dilber
Date: 2018-03-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Grade 4,Science Achievement,Mathematics Achievement,Science Education,Mathematics Education,Foreign Countries,Quasiexperimental Design,Pretests Posttests,Control Groups,Focus Groups,Elementary School Students,Elementary School Teachers,Elementary School Science,Elementary School Mathematics,Mixed Methods Research,Experimental Groups,Achievement Tests,Semi Structured Interviews,Training

This study aims to identify the effects of STEM training on the academic achievement of 4th graders in science and mathematics, as well as their views about STEM training. The study group consisted of 4th graders with similar science and mathematics achievement levels from two separate elementary schools with similar socioeconomic profiles in Nigde. The study used the quasi experimental pretest-posttest control group design and focus group interview technique. The data were collected by using the Science Achievement Test, Mathematics Achievement Test and a quasi structured interview form. The results showed that STEM training affects science and mathematics achievement, students have positive views about the training, wish to see more of it in future courses, and may consider choosing STEM areas for their future careers.
Methodological Perspectives: Standardized (Summative) or Contextualized (Formative) Evaluation?
Author: Shavelson, Richard J.
Date: 2018-04-16
Type: Journal Articles
Subjects: Educational Assessment,Summative Evaluation,Formative Evaluation,Evaluation Methods,Data Collection,Educational Policy,Educational Practices,Causal Models,Politics of Education,Value Added Models

A critical issue in educational evaluation is whether evaluations should focus on standardized (summative, often quantitative) or contextualized (formative or often qualitative) evidence. The author of this article advises readers to beware of false dichotomies. The big issue is not whether evaluations should be &quot;standardized&quot; or &quot;contextualized&quot; but rather whether the evidence collected rigorously addresses the policy and/or practice questions driving the evaluation. The questions asked, in turn, lead to evaluation designs which may be standardized (summative), contextualized (formative) or both. Three general questions drive research and evaluation: (1) Descriptive--What's Happening? (2) Causal--Is there a systematic effect? and (3) Process or mechanism--Why or how is it happening? Depending on the nature of the question, summative and/or formative data might be collected. Equally important are politics, measurement methods and modeling in conducting evaluations. Ignore these matters at your peril. Concrete examples show how assumptions and misperceptions can upend or change the outcomes of evaluation; they are drawn from political, measurement and statistical modeling contexts.
Toward an Intercultural Approach to Evaluation: A Perspective from the National Institute for Educational Evaluation in Mexico (INEE)
Author: Schmelkes, Silvia
Date: 2018-04-16
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Indigenous Populations,Educational Quality,Protocol Materials,Standardized Tests,Test Bias,Cultural Differences,Language Tests,College Entrance Examinations,Preservice Teacher Education,Qualitative Research,Teacher Effectiveness,Teacher Evaluation,Evaluation Research,Evaluation Methods,Intercultural Programs,Formative Evaluation,Barriers

The National Institute for the Evaluation of Education (INEE) in Mexico has begun to meet the challenges in evaluating indigenous children and teachers and the educational programs and policies targeted to them. Several evaluation projects are described in this paper. One is the &quot;Previous, Free and Informed Consultation of Indigenous People,&quot; which focuses on quality of education they receive. A second is the design of a protocol for reducing cultural and linguistic bias in standardized tests, which requires oversampling of indigenous students and the involvement of anthropologists, linguists and indigenous teachers in item development. A third is an indigenous language evaluation for candidates for entry into the teaching profession, which they must pass before they can work in indigenous schools. A fourth is the development of a qualitative instrument for evaluating teacher performance. The instrument asks evaluated teachers to contextualize their planning; scorers decide whether the plan is adapted to the cultural context and the characteristics of the children. The projects described are only a starting point. In the near future, several dilemmas, such as the apparent trade-off between contextualization and quality, have to be faced and solved.
Enrollment of Students with Disabilities in Charter Schools: Contemporary National and State Level Findings
Author: Barnard-Brak, Lucy
Date: 2018-04-09
Type: Journal Articles
Subjects: Enrollment,Disabilities,Charter Schools,Probability,Student Records,Special Education,Hierarchical Linear Modeling,Comparative Analysis,Geographic Location,Equal Education,Federal Legislation,Educational Legislation,Access to Education,Special Schools

There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We utilized data from the Civil Rights Data Collection under the U.S. Department of Education for the 2011-2012 and 2013-2014 academic years. These nationwide and contemporary data provided school-level numbers of students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) and charter school status. We performed hierarchical linear modeling to examine for differences in the percentages of students with disabilities under IDEA between charter and non-charter schools, which revealed significantly less students with disabilities enrolled in charter schools at the national and state level. Additionally, we identified and ranked states according to the degree of discrepancy in the percentages of students with disabilities under IDEA between charter and non-charter schools.
Formula One--A Database Project from Start to Finish
Author: Serapiglia, Anthony
Date: 2018-04-00
Type: Journal Articles
Subjects: Database Management Systems,Database Design,Motor Vehicles,Competition,Vignettes,Case Method (Teaching Technique),Data Processing Occupations,Assignments,Learning Activities,Teaching Methods,Design Preferences,Information Science Education

The following is an applied database scenario based on a single season in the FIA Formula One (F1) World Championship of auto racing. This scenario builds database understanding and skills through data modeling, data acquisition, creation of a database schema through a database management system, query construction, and report creation. In the United States, Formula One falls squarely in the realm of &quot;niche&quot; sports, yet is regarded as one of the largest and most popular sports world wide. Various agencies have measured television viewership of F1 to be the largest for a seasonal sporting league in the world and only surpassed by quadrennial events such as the World Cup of Soccer and the Olympic Games. This dynamic allows for a great opportunity for undergraduate students. While most students will not be familiar with F1, they will have a basic understanding of racing in general. Also, while not in the consciousness of most Americans, the amount of sources of data for F1 abound worldwide. This creates a fertile environment abundant of data and the opportunity for easy entry to understanding of the environment by the novice. Utilizing this scenario will require that students learn about the world that the data is describing, enriching the experience with the personalities and energy of a world class sporting environment. The environment also provides multiple points of focus for modularization, but taken as a whole, allows for a full database creation experience, from &quot;start&quot; to &quot;finish&quot;--from modeling to reporting with all aspects in between.
The Many Functions of Evaluation in Education
Author: Phillips, D. C.
Date: 2018-04-16
Type: Journal Articles
Subjects: Educational Assessment,Student Evaluation,Evaluation Research,Stakeholders,Decision Making,Value Judgment,Formative Evaluation,Summative Evaluation,Scientific Research

This paper focuses upon the many functions that are served by evaluations, and by the process of conducting them. Many forms or types of evaluation have evolved to serve these different functions; and a brief account is given of some of the most common of these forms and the issues or controversies that they have engendered. The discussion opens, after a brief historical note, by describing the differing views of Lee Cronbach and Michael Scriven about whether an evaluator should aim to educate stakeholders about the program so that they can make informed decisions about it, or whether evaluators should go further and make a value judgement about it. The discussion then moves on to the importance of not overlooking the unintended effects of a program that is under study; and after presenting a list of functions that evaluations can have, the remainder of the discussion deals with the &quot;pros&quot; and &quot;cons&quot; of, and the differences between, formative and summative evaluations.