ethanporcaro/eric-fulltext-meta huggingface dataset:
Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates
Author: Nalbantoglu Yilmaz, Funda
Date: 2017-04-00
Type: Journal Articles
Subjects: Scores,Reliability,Self Evaluation (Individuals),Peer Evaluation,Student Evaluation,Instructional Materials,Preservice Teachers,Generalizability Theory,Foreign Countries

This study aims to determine the reliability of scores obtained from self-, peer-, and teacher-assessments in terms of teaching materials prepared by teacher candidates. The study group of this research constitutes 56 teacher candidates. In the scope of research, teacher candidates were asked to develop teaching material related to their study. One class teacher and two teacher candidates (peers) randomly selected from the class took part in rating the teaching materials prepared by each teacher candidate. In addition to teacher- and peer-assessments, all teacher candidates who had prepared materials assessed their own material using the same criteria. The form used by the teacher, individuals, and two peers for rating teaching materials contains 10 criteria. Generalizability theory (G-theory) was used to determine the reliability of scores obtained from the self-, peer-, and teacher-assessments related to the teaching materials that teacher candidates had prepared. According to the results of the research, an insignificant difference between rater types was determined, and the reliability of scores obtained from self-, peer-, and teacher-assessments on teaching materials is within acceptable limits.
Utrecht Work Engagement Scale-Student Forms' (UWES-SF) Adaptation to Turkish, Validity and Reliability Studies, and the Mediator Role of Work Engagement between Academic Procrastination and Academic Responsibility
Author: Çapri, Burhan
Date: 2017-04-00
Type: Journal Articles
Subjects: Work Attitudes,Measures (Individuals),Turkish,Test Validity,Test Reliability,Time Management,Student Responsibility,High School Students,Foreign Countries,Factor Analysis,Factor Structure,Correlation,Multiple Regression Analysis,Learner Engagement,Burnout,Translation,Statistical Analysis

The primary goal of this study is to complete the adaptation, validity and reliability studies of the long (17 items) and short (9 items) forms of UWES-SF. The secondary goal of this study is to study the mediating role of work engagement between academic procrastination and academic responsibility in high school students. The study group consists of 597 students, who are enrolled into various high schools in Mersin during the academic year of 2013-2014. Confirmatory factor analysis (CFA) was used in order to investigate the factor structure of UWES-SF; Pearson moment coefficient was used for the correlation values between the hidden variables observed in the criterion-related validity study; Cronbach Alpha coefficient was used to determine internal consistency reliability coefficients; inter-item correlation and total-item correlation was calculated to determine item validity and homogeneity. Multiple regression analysis was also used for the mediation test. The results for the Turkish forms of the UWES-SF shows that it can be used in a valid and reliable way on the high school students within the country. Along with this, it was clearly seen in this study that work engagement has a mediating effect between academic responsibility and academic procrastination.
Understanding by Design (UbD) in EFL Teaching: Teachers' Professional Development and Students' Achievement
Author: Yurtseven, Nihal
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Faculty Development,Academic Achievement,Action Research,Instructional Design,Teacher Attitudes,Pretests Posttests,College Faculty,College Students,College Second Language Programs,Foreign Countries,Units of Study,Interviews,Qualitative Research,Statistical Analysis

Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students' achievement. The study was carried out through action research design. The participants were 10 teachers and 436 students. Within action research based UbD studies, the instructors received training, formed four groups and made three designs and implemented them. As qualitative data collection tools, unit designs and one-to-one interviews were used. The quantitative data of the study were collected through English achievement scores. We instrumented content analysis for the qualitative data and the analysis of covariance and independent samples t-Test for the quantitative data. The findings indicated that action research based UbD studies had positive contributions to teachers' professional development process and students' English achievement.
Systematic Alignment of Dual Teacher Preparation
Author: Anderson, Kelly
Date: 2015-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Special Education,Elementary Education,Preservice Teachers,Undergraduate Students,Alignment (Education),Inclusion,Program Development,Student Evaluation,Progress Monitoring

Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline specific proficiencies in both special education and elementary education. A primary goal was to ensure that graduates entered teaching with the tools to effectively respond to diverse learners within urban and rural school districts. Systematic alignment of program foundations across coursework, clinical experiences, and evaluation was intentional. School partners provided insights into the extent to which graduates possessed the knowledge and skills necessary for teaching in inclusive settings. Outcome data suggest that graduates &quot;perform&quot; similarly to discipline-specific peers and bring strong collaborative skills in efforts to meet the needs of students in disabilities in all classrooms.
Classroom Teachers' Behaviors and Peers' Acceptance of Students in Inclusive Classrooms
Author: Avcioglu, Hasan
Date: 2017-04-00
Type: Journal Articles
Subjects: Teacher Behavior,Peer Acceptance,Inclusion,Teacher Student Relationship,Intellectual Disability,Comparative Analysis,Interviews,Qualitative Research,Elementary School Students,Elementary School Teachers,Foreign Countries,Semi Structured Interviews,Student Attitudes,Teacher Attitudes

The objective of this study is to determine the behavior of teachers in inclusive classrooms and peers' acceptance levels towards students with intellectual disabilities in these classrooms. The qualitative research method was selected for collecting adequate data for the study. Information was collected from 16 teachers and 371 students in 16 inclusive classrooms in four schools where the inclusive method is used, and data were collected through observation, interviews, and socio-metric assessment. As a result of the observation process, differences were determined to exist between classroom teachers' and students' interactions. Furthermore, the findings demonstrated differences between the interactive behavior of classroom teachers toward students with normal development and toward those with intellectual disabilities in the classroom. However, the findings obtained from the face-to-face interviews with classroom teachers and the findings obtained from observations were also seen to not be the same; teachers stated they had not displayed different behavior towards the students in general. Furthermore, the peers with normal development were observed to prefer half of the students with intellectual disabilities, while the other half was not preferred by any peer. The behavior of the teachers in the classroom and their interactive behavior with the students were found to affect students' interactions, which in turn differentiated the level that students with normal development accepted those with intellectual disabilities.
Examination of Polytomous Items' Psychometric Properties According to Nonparametric Item Response Theory Models in Different Test Conditions
Author: Sengul Avsar, Asiye
Date: 2017-04-00
Type: Journal Articles
Subjects: Test Items,Psychometrics,Nonparametric Statistics,Item Response Theory,Models,Monte Carlo Methods,Goodness of Fit,Test Reliability,Sample Size,Test Length,Likert Scales,Error of Measurement,Statistical Distributions

This study analysed polytomous items' psychometric properties according to nonparametric item response theory (NIRT) models. Thus, simulated datasets--three different test lengths (10, 20 and 30 items), three sample distributions (normal, right and left skewed) and three samples sizes (100, 250 and 500)--were generated by conducting 20 replications in 27 test conditions. Via simulated datasets, polytomous items' psychometric properties were investigated through NIRT models, the Mokken Homogeneity Model (MHM) and the Kernel Smoothing Approach Model (KSAM). According to MHM analysis results, number of items, distribution of sample and sample-size factors affected items' level of fit. As a result of scaling data according to MHM in this study's test conditions, tests that generally fit MHM at weak and moderate levels, with high reliability, were achieved. According to KSAM analysis results, number of items, sample distribution and sample-size factors influenced item and test discrimination. Consequent to KSAM data analysis, tests that generally consisted of items with an acceptable discrimination level and with high reliability were achieved. In this study, producing H coefficients, through MHM, that were easy to interpret and providing, through KSAM, graphics with detailed information made it easier to examine complementary polytomous items' psychometric properties.
An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking
Author: Bart, William M.
Date: 2017-04-00
Type: Journal Articles
Subjects: Creative Thinking,Creativity Tests,Factor Structure,Factor Analysis,Secondary School Students,Grade 8,Grade 11,Suburban Schools,Public Schools,Maximum Likelihood Statistics,Correlation,Innovation

This study investigated the factorial structure of the Torrance Tests of Creative Thinking (TTCT) Figural Form A with an aim to find out whether the two-factor structure of creative thinking established by Kim and Kim, Cramond, and Bandalos holds true for the older participants. Data were gathered from 996 8th grade students and 748 11th grade students from a suburban public school system in Minnesota. Based on previous research and Kirton's Adaption-Innovation (KAI) theory, one and two-factor models were tested in the study. Upon checking the related assumptions, confirmatory factor analyses with Maximum Likelihood (ML) estimation were conducted using LISREL 8.71. The results indicated that a two-factor model established by Kim and her colleagues was a better fit than a one-factor model. This shows that fluency and originality load onto the latent variable termed the innovative factor, elaboration and abstractness of titles load onto the latent variable termed the adaptive factor, and resistance to premature closure loads on both latent variables. Our results suggest that any efforts to assess and promote creativity should take into consideration the two domains of creativity posited in KAI theory.
Korean Students' Attitudes toward STEM Project-Based Learning and Major Selection
Author: Han, Sunyoung
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Attitudes,STEM Education,Structural Equation Models,Correlation,Student Surveys,Student Projects,Active Learning,Majors (Students),Metacognition,Cooperative Learning,Foreign Countries,Factor Analysis,Statistical Analysis,Gender Differences,Middle School Students,High School Students,Intention

The trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the post-secondary level, the current study employed a survey instrument investigating students' attitudes toward STEM project based learning (PBL), and examined the relationships between these attitudes and intent to pursue a STEM major. A model depicting the relationships was proposed, and the structure of the model was verified using structural equation modeling. Additionally, a mediation relationship on the model was investigated and tested. Finally, the gender difference on the paths of the structural model was analyzed using multiple-group analysis. The results indicated that students who were positive toward PBL components (i.e., technology based learning, self-regulated learning, and hands-on activities) except &quot;collaborative learning&quot; were more likely to have the intent to pursue a STEM PBL. In addition, belief in STEM majors' benefit played a role as a mediator. The findings of this study help secondary teachers guide students through major and job selection by integrating PBL into mathematics and science classrooms.
Effects of South Korean High School Students' Motivation to Learn Science and Technology on Their Concern Related to Engineering
Author: Lee, Eunsang
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Motivation,Gender Differences,Science Education,Technology Education,Engineering Education,Student Surveys,Correlation,Factor Analysis,Statistical Analysis,Regression (Statistics)

This study investigated the gender difference among South Korean high school students in science learning motivation, technology learning motivation, and concern related engineering, as well as the correlation between these factors. It also verified effects of the sub-factors of science learning motivation and technology learning motivation on concern related to engineering. For this study, 745 students in grade 11th at six high schools in South Korea were involved as subjects in a survey conducted using instruments developed by Glynn et al. and Hall et al. In the results, a gender difference was observed in some sub-factors related to science learning motivation and technology learning motivation, and a positive correlation was found between most of the sub-factors of science learning motivation and technology learning motivation and concern related to engineering. Moreover, intrinsic motivation and personal relevance in technology were major factors that influenced students' concern related to engineering. Based on the findings, this study demonstrates the educational implications of including engineering in high school technology curriculums.
Can Computerized Adaptive Testing Work in Students' Admission to Higher Education Programs in Turkey?
Author: Kalender, Ilker
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,College Admission,Simulation,Science Tests,Scores,Mathematics Tests,Correlation,Test Validity,Item Response Theory,Test Items,College Entrance Examinations,High School Students,Factor Analysis

Admission into university in Turkey is very competitive and features a number of practical problems regarding not only the test administration process itself, but also concerning the psychometric properties of test scores. Computerized adaptive testing (CAT) is seen as a possible alternative approach to solve these problems. In the first phase of the study, a series of CAT simulations based on real students' responses to science items were conducted in order to determine which test termination rule produced more comparable results with scores made on the paper and pencil version of the test. An average of 17 items was used to terminate the CAT administration for a reasonable reliability level as opposed to the normal 45 items. Moreover, CAT based science scores not only produced similar correlations when using mathematics subtest scores as an external criterion, but also ranked the students similarly to the paper and pencil test version. In the second phase, a live CAT administration was implemented using an item bank composed of 242 items with a group of students who had previously taken the exam the paper and pencil version of the test. A correlation of 0.76 was found between the CAT and paper and pencil scores for this group. The results seem to support the CAT version of the subtests as a feasible alternative approach in Turkey's university admission system.
A Comparison of Rubrics and Graded Category Rating Scales with Various Methods Regarding Raters' Reliability
Author: Dogan, C. Deha
Date: 2017-04-00
Type: Journal Articles
Subjects: Comparative Analysis,Scoring Rubrics,Rating Scales,Interrater Reliability,Correlation,Elementary School Students,Elementary School Teachers,Generalizability Theory,Item Response Theory,Grades (Scholastic),Writing Teachers,Interviews

The aim of this study was to determine the extent at which graded-category rating scales and rubrics contribute to inter-rater reliability. The research was designed as a correlational study. Study group consisted of 82 students attending sixth grade and three writing course teachers in a private elementary school. A performance task was administered to students and student works were divided into two randomly. The teachers first conducted independent scoring on the works in group one by using the graded category rating scale, and then they scored the works in groups two with rubrics. Raters reliability was estimated by intra-class correlation coefficient, generalizability theory (G-theory) and many-facet Rasch model. The results indicated higher inter-rater reliability when graded category rating scale was used. Moreover qualitative data revealed that raters prefer using graded category rating scale in situations where they need to do quick scoring in short intervals. It is recommended that teachers use graded-category rating scale as a practical tool for quick scoring with the aim of determining student achievement with grades rather than giving detailed feedback.
An Analysis of the Views and Experiences of Children Who Are 48-66 Months Old, Their Parents, and Teachers about &quot;Sustainable Development&quot;
Author: Güler Yildiz, Tülin
Date: 2017-04-00
Type: Journal Articles
Subjects: Preschool Children,Childhood Attitudes,Experience,Parents,Preschool Teachers,Sustainable Development,Parent Attitudes,Teacher Attitudes,Case Studies,Attitude Measures,Foreign Countries,Qualitative Research,Semi Structured Interviews,Content Analysis

This study aims at uncovering the views of children 48-66 months old regarding sustainable development (SD), as well as the attitudes of their parents and teachers. Additionally, it seeks to identify activities related to SD that are promoted in homes by parents and in schools by teachers. The study was designed as a case study, with participants selected using the convenience sampling method. Study data were collected by interview forms as well as by utilizing the Children's Attitudes toward the Environment Scale-Preschool Version. One-to-one interviews were carried out with children, parents, and teachers, and data obtained were analyzed making use of descriptive statistics and content analysis. Major findings of the study are as follows: the sampled children expressed views about environmental, economical, and socio-cultural pillars of sustainable development. Furthermore, they appeared to take care of not using water and electricity when it is not needed, and to pay attention to recycling as well as to taking care of animals living in their immediate environment. The findings also showed consistency between the views of the participants about sustainable development and their experiences.
The Meaning of Marriage According to University Students: A Phenomenological Study
Author: Koçyigit Özyigit, Melike
Date: 2017-04-00
Type: Journal Articles
Subjects: College Students,Marriage,Phenomenology,Semi Structured Interviews,Coding,Student Attitudes,Interpersonal Relationship,Money Management,Income,Family Relationship,Role,Foreign Countries,Self Concept,Spouses,Ceremonies,Divorce,Values,Emotional Response

The aim of this study is to reveal the meanings university students attribute to marriage. The sample of the study consists of 14 final year students (7 males and 7 females), whose ages range between 22 and 32, studying in the Education Faculty at Ege University. The study is of &quot;phenomenological research design&quot;. &quot;Semi-structured interview forms&quot;: were used as the data collection tool of the study. The data was analyzed with content analysis based on the inductive analysis method. Themes were constituted out of the codes. The analysis results suggest that marriage mostly evokes positive emotions among the participants; the premarital phase consists of &quot;self-knowledge&quot;, &quot;choosing the right life partner&quot; and &quot;deciding to marry stages&quot;, and students emphasized social relations, financial issues, relationship with family of origin, communication and roles in the marriage in association with the marriage process. According to the final year students, the unchanged but definitive constructs of marriage are &quot;deciding on marriage&quot;, &quot;key elements of marriage&quot; and &quot;marriage dynamics&quot;. The study results were also discussed in relation to the literature and some implications were suggested.
Beyond the Limitations of Environmental Education in Japan
Author: Imamura, Mitsuyuki
Date: 2017-03-00
Type: Journal Articles
Subjects: Environmental Education,Educational Practices,Foreign Countries,Educational History,Interpersonal Competence,Sustainable Development,Futures (of Society),Educational Philosophy,Guidelines,Academic Ability,Pollution,Conservation Education,Educational Trends,Elementary Secondary Education

Environmental education has not spread as widely in Japan as expected and therefore has not had any significant impact on environmental problems, even though many educators and researchers have devoted themselves to environmental educational practice. Why is environmental education not popular in Japan, and what does this tell us? The purpose of this paper is to examine the limitations of environmental education, extrapolate the reasons for such limitations, and finally, to suggest a methodology that can make environmental education more significant and useful. First, the insignificance of current environmental education in Japan and its inability to affect serious global environmental problems are examined. Next, the limitations of environmental education in Japan are examined from a historical point of view. Finally, the obstructions to environmental educational practice are revealed and a new approach proposed. The importance of academic skills, interpersonal skills and a philosophy of living are highlighted for this new environmental education approach. Despite discussions on the limitations of environmental education and its inherent characteristics, it is concluded that current school educational practices should be enhanced to ensure that environmental education becomes an education focused on a sustainable future. Therefore, it is first necessary to understand the irresolvable internal contradictions in EE and to dismiss any ideas that environmental issues can be solved through EE. It is also necessary to recognize that it is possible to work towards solving environmental issues by continuing traditional school education in a more careful, better focused manner so as to ensure that the existing EE is incorporated into the overall school education framework.