ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Standards-Setting for Levels of Mathematical Proficiency in Measurement and Geometry: Multidimensional Item Response Model
Author: Phaniew, Sudarat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Mathematics Skills,Mathematics Tests,Measurement,Geometry,Test Construction,Item Response Theory,Measurement Techniques,Models

This study intends to design and verify the quality of a model that measures mathematical proficiency and aims to set the standards in measuring levels of proficiency in the subjects of measurement and geometry. Construct modeling was employed to design a mathematical proficiency measurement model which consists of the mathematical process and the dimensions of a conceptual structure. A total of 517 Secondary Year 1 students were selected from the big data to participate as test-takers. Design-based research encompassing four phases was used to verify the quality of the mathematical proficiency measurement model. A Multidimensional Random Coefficient Multinomial Logit model was used to examine the standards-setting of the mathematical proficiency measurement model. The results indicated that the two dimensions of mathematical proficiency can be further divided into five levels, from non-response/irrelevance to strategic/extended thinking and extended abstract structure for mathematical process and conceptual structural dimensions, respectively. The assessment tool covers 18 items with 15 multiple-choice items and three subjective items in measurement and geometry. Moreover, the results also demonstrated that the validity evidence associated with the internal structure of the multidimensional model is fit. Besides, reliability evidence, as well as item fit, is compliance with the quality of the mathematical proficiency measurement model as illustrated in analysis of the standard error of measurement and infit and outfit of the items. Finally, the researchers managed to set standards for the mathematical proficiency measurement model based on the assessment criterion results from the Wright Map. In conclusion, the standards-setting of the mathematical proficiency measurement model provides substantial information, particularly for measuring those students who are above the lowest level of mathematical proficiency because the error for estimating proficiency was low.
Creating Core Competencies and Workload-Based Key Outcome Indicators of University Lecturers&apos; Performance Assessment: Functional Analysis
Author: Nongna, Chatchawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Evaluation,Faculty Workload,State Universities,Outcomes of Education,Teacher Competencies,Performance Based Assessment,Standard Setting,Foreign Countries,Health Sciences,Humanities,Social Sciences,Science Education,Technology Education,Content Validity,Accuracy,Deans,Innovation

This research aims to create and validate the quality of performance assessment using functional analysis. The researchers employed a design-based research method to create core competencies and their workload-based key outcome indicators as a preliminary study encompassing two phases, before formulating a standards-setting appraisal model to assess university lecturers in a public university, Thailand. The researchers began with documentary research to identify core competencies of university lecturers from three clusters of educational programs, namely science and technology, health science, and humanities and social sciences. An innovative prototype of university lecturers' core competencies was developed based on the obtained results from the first phase. A total of five experts and 17 users participated to validate the quality of the innovative prototype. The preliminary results reveal that there are four core competencies of university lecturers, namely teaching, research, academic service, and preserving arts and culture. Moreover, there are 13 workload-based key outcome indicators and 27 elements that resulted from the four core competencies related to the specific research university in the Thai context. Moreover, the quantitative results of the content validity index from the rating scales of the five experts indicate that the conformity index is 0.78 or higher. However, the qualitative interview results regarding the 17 users from four focus groups imply that there is a gap regarding the accuracy of current performance appraisal between lecturers' core competencies and their actual workload. Therefore, the dean should make the necessary adjustments based on the context.
School Counselors&apos; Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students
Author: Yildiz, Nadire Gulcin
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Leadership Role,Change Agents,Partnerships in Education,School Culture,Student Diversity,English Language Learners,Elementary School Students,Secondary School Students,Well Being,Academic Achievement,Mental Health,Social Emotional Learning

School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor's leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors' role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, &amp; Granato, 2004).
The Perceptions of the Teachers of Islamic Education in Jordan Concerning the Use and the Challenges of Darsak Platform
Author: Al-Talhouni, Mansour Hamed
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Religious Education,Islam,Distance Education,Integrated Learning Systems,Electronic Learning,Video Technology,Barriers,Predictor Variables,Teacher Qualifications,Teaching Experience,COVID-19,Pandemics,Foreign Countries,Elementary School Teachers,Secondary School Teachers

This study aimed at identifying the perceptions of Islamic education teachers in Jordan concerning the use and the challenges of Darsak platform. The study sample consisted of (112) teachers of Islamic education at Marka Directorate of Education, Amman, during the academic year 2020/2021. The study sample, comprised of (30%) of the study population, was chosen using the stratified random sampling method. Questionnaire was used as a tool to gather data from the targeted group; after verifying the validity and reliability of the collected data. Appropriate statistical methods were used to analyze collected data. The study found that the perceptions of the teachers of Islamic education concerning Darsak platform lessons were generally average, whereas their perceptions concerning the platform challenges were of a high degree. The results of the study indicated that there were no statistically significant differences at the level of ([alpha] = 0.05) in the perceptions of the teachers of Islamic education concerning Darsak platform lessons and challenges attributed to the variables of gender, qualifications, and years of experience. Among the most prominent recommendations of the study were that the Ministry of Education should conduct a comprehensive review of the Islamic education lessons on Darsak platform to rectify the errors that were mentioned in some lessons. It should also reupload the modified versions of the lessons of Islamic education on the platform. Further, the Ministry of Education should employ variety of methods and strategies in presenting Islamic education lessons.
ASEAN University Network in Enhancing Student Mobility: A Case of Indonesia
Author: Soejatminah, Sri
Date: 2018-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Student Mobility,Networks,Study Abroad,Universities,Foreign Countries,International Educational Exchange,International Cooperation,College Faculty,Teacher Collaboration,Information Dissemination,Quality Assurance,Educational Quality,Geographic Regions,College Credits,Educational Cooperation

Internationalization of higher education pushes for more intensive regional collaborations as well as student mobility. There are a plethora of studies exploring student mobility patterns, but research on the transformative potential of regional mobility networks is limited. As the most predominant regional network of universities in Southeast Asia, ASEAN (Association of South East Asian Nations) University Network (AUN) commits to boosting student mobility in the region, and thus, can be conceived to be a deliberative space capable of expanding student mobility. This paper examines the role of AUN in promoting student mobility within the ASEAN region. Indonesia's engagement is used as a point of entry to assess the extent of policies and programs in encouraging student mobility in the ASEAN region.
Engaging Students Globally without Leaving the Comforts of Home
Author: Liao, Weiwen
Date: 2019-06-00
Type: Journal Articles
Subjects: Learner Engagement,Global Approach,College Students,Active Learning,Student Evaluation,Competence,Business Administration Education

To meet the needs of and preparing graduates to enter the 21st century business environment, higher education institutions have realized global learning is now an essential part of the knowledge and skill sets needed by business graduates. Global competency is no longer a luxury. This article describes how a regional higher education institution has implemented active learning projects and assessments which integrate global competency in the core and elective courses. Students can complete these projects and assessments without leaving the comforts of their homes, the campus, or the U.S. and still be exposed to a global experience. The purpose of the study was to examine the global competency students acquire through active learning projects and assessments in different classes. Specifically, the study sought to determine the students' perceived satisfaction level with these global active learning experiences, and to determine if they perceived their global competency had increased. Data analysis suggests the students were gaining global competencies using active learning projects and assessments. Also, from seven of the specific courses, the students indicated they were satisfied or very satisfied with their acquired global competency in six courses. Additionally, the students' perceived global competence increased after taking the courses which implemented these projects and assessments. Therefore, it appears students can gain global competency through active learning projects and assessments used in courses without leaving the comforts of home.
Framework for Collaborative Teaching: Strengths and Challenges for a Different Service Paradigm in Haiti
Author: Mason, Patricia
Date: 2019-06-00
Type: Journal Articles
Subjects: Team Teaching,Foreign Countries,Nursing Education,College Faculty,Student Experience,Teaching Experience

Nursing education in Haiti is in transition. This article describes the teaching/learning experiences of participants in a nursing educational project in Haiti. The project was guided by an integrative framework of the educational collaborative model, constructivism and situated learning theory. Reflections on the experiences lead to the realization of these four lessons: (a) the service provided must supplement, not negate the values and strengths of the host community; (b) it is important to provide sustainable service; (c) methods used by international educators must be respectful and relevant; and (d) international educators must be willing to engage in the identification and application of new and different strategies. This resulted in a paradigm shift which highlighted teaching as a mode of service delivery. The experience revealed service as the mutual giving and receiving of resources and expertise.
A Review of Classical Motivation Theories: Understanding the Value of Locus of Control in Higher Education
Author: Kovach, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Age Differences,Locus of Control,Outcomes of Education,Academic Achievement,Undergraduate Students,Student Motivation,Gender Differences,Higher Education,Learning Theories,Learning Motivation,Grade Point Average

This manuscript demonstrates the value of understanding locus of control in higher education. Understanding this value provides educators with the ability to potentially predict academic outcomes and have the foresight to guide students to achievement. First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s. Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter's (1966) locus of control questionnaire. Finally, examples from four different disciplines are provided. This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education.
Measuring Purpose in Life in College Students: An Assessment of Invariance Properties by College Year and Undergraduate School
Author: Anghel, Ella
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Life Satisfaction,Undergraduate Students,Student Attitudes,Age Differences,Error of Measurement,Young Adults,Measures (Individuals)

Purpose in life is a key construct in the development of young adults, particularly college students. There are many instruments measuring sense of purpose in life, but few studies have examined their measurement properties among college students. The current study compares the measurement invariance properties of the Purpose in Life (PIL) scale and the Claremont Purpose Scale (CPS) across college year and undergraduate school. Using both a unidimensional and a two-dimensional model, we found that the PIL's interpretability is limited among college students. Using a three-dimensional model, the CPS was invariant with respect to both grouping variables. The study suggests that the CPS can be used to make meaningful comparisons among college students categorized by school year and undergraduate school. The study also has some implications about the construct of purpose in life; namely, scale structures that work well statistically and theoretically among adults might not generalize to young adults.
Fun and Function? The Impact of Experiential Learning Styles on Hedonic and Utilitarian Values in Classrooms
Author: Helmefalk, Miralem
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Cognitive Style,Higher Education,College Students,Student Experience,Scores,Psychological Patterns,Instructional Design,Outcomes of Education,Student Satisfaction,Expectation,Preferences

This study examines how components of experiential learning styles influence the hedonic and utilitarian values of classrooms in higher education. These values are argued to impact on emotions and learning outcomes. A survey was employed with university students in different universities. Findings show concrete experience has a positive impact on both hedonic and utilitarian values. These findings emphasize that those students that score higher on the concrete experience scale tend to consider classrooms as more important regarding their utilitarian and hedonic values. These students are suggested to be more influenced by experiential designed classrooms that impact their learning outcomes.
Qualitative Study on At-Risk Hispanic Adolescents Engaged in Social Emotional Learning and Mindfulness Practices
Author: Sanchez, Bernice
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,High School Students,Metacognition,At Risk Students,Social Emotional Learning,Program Effectiveness,Self Concept,Self Management,Interpersonal Competence,Decision Making,Health Behavior,Wellness,Mental Health,Intervention,Physical Activities,Student Attitudes,Consciousness Raising

The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic Social and Emotional Learning (CASEL) organization competencies at both the national and state level. Qualitative data was collected during a study conducted on at-risk Hispanic high school students who engaged in a mindfulness yoga program. Adolescents voluntarily participated in 12 weeks of mindfulness yoga (24 classes) and provided post essay responses to questions associated with the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Evidence aligned with SEL competencies after 24 mindfulness yoga sessions through implicit yoga instruction (absence of explicit direct instruction) were coded and reported accordingly. Overall, findings indicate consistencies with previous research on mindfulness yoga programs in the schools of the impactful benefits of healthy behaviors and mental wellness for adolescents at-risk. Documented conclusions from this study showcase an increased positive impact on SEL categories of self-awareness, self-management, and decision making.
Masterliness: The Challenge for Professional Development
Author: la Velle, Linda
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Masters Programs,Outcomes of Education,Graduate Study,Interdisciplinary Approach,Obstetrics,Curriculum Development,Social Media,Professionalism,Foreign Countries,Teacher Education,Health Occupations,Professional Development,Mastery Learning,Information Technology

Typical characteristics of Master's-level education usefully complement the development of professional attributes leading to improved outcomes for those professions. These include critical reflection on one's own practice, scholarship and research, and also that of others. This requires access to and engagement with a well-organized and verified corpus of research-based evidence to support improved practice and scholarship. Taking an interdisciplinary approach from the viewpoints of the teaching and midwifery professions, we argue that access to well-designed Master's-level curricula should form the basis of initial and continuing professional development for all professional practitioners, and that these curricula should be informed by research and linked directly to practice. Additionally, we propose that information and communications technologies, including social media, should better be used to facilitate access to both Master's-level education and its underpinning evidence bases, thereby enabling continuous updating and enhancement activities to be accessible to busy professionals.
Factors Mediating the Association between Financial Socialization and Well-Being of Young Adults: Testing a Conceptual Framework
Author: Fan, Lu
Date: 2021-00-00
Type: Journal Articles
Subjects: Young Adults,Socialization,Well Being,Money Management,Goal Orientation,Self Control,Motivation

This study establishes an integrated conceptual framework to examine the influences of financial socialization on young adults' financial and subjective well-being. Using the National Financial Well-Being Survey and structural equation modeling methods with a national sample of young adults aged 18-35, this study highlights two key potential influences of financial socialization: (a) early financial socialization experience is directly and positively associated with young adults' financial knowledge and financial motivations (goal-oriented financial planning and self-control ability) and (b) there are indirect and positive associations between financial socialization and young adults' perceived financial skill, financial behavior, and financial and subjective well-being. Moreover, perceived financial skill significantly mediates the relationship between financial motivations and financial management behavior and could indirectly influence financial and subjective well-being. Finally, this study also finds positive associations among financial management behavior, financial well-being, and subjective well-being of young adults.
Financial Literacy Types and Financial Behaviors among Adolescents: Role of Financial Education
Author: Zhu, Alex Yue Feng
Date: 2021-00-00
Type: Journal Articles
Subjects: Adolescents,Middle School Students,Money Management,Multiple Literacies,Secondary Education,Self Efficacy,Competence,Knowledge Level,Risk,Behavior Patterns,Congruence (Psychology),Adults,Foreign Countries

The mismatch between financial objective and subjective knowledge that occurs in youth and adolescents has been understudied in the literature. Based on objective and subjective financial literacy scores, this study categorizes financial literacy into four types: financial literacy overconfidence, underconfidence, competence, and naïvete in a sample of adolescents. Data were collected from 330 students aged around 15 years old in six middle schools in Hong Kong. The results indicate that adolescents who are overconfident about their financial literacy are more likely to engage in risky financial behavior and report higher levels of financial autonomy. A randomized experimental trial was conducted to assess whether financial education could change the mismatch between financial objective and subjective knowledge. The results show a significant increase in underconfidence after the financial education intervention, but no significant change in the other three categories. The findings highlight the same type of financial literacy overconfidence in both adolescents and adults and has implications for financial counselors and educators who would improve the financial engagement of adolescents.