ethanporcaro/eric-fulltext-meta huggingface dataset:
ESL Students&apos; Comments on Teacher&apos;s Written Corrective Feedback in a Freshman Composition Class
Author: Tran, Dung
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Written Language,Error Correction,Feedback (Response),College Freshmen,Freshman Composition,Student Evaluation,Teacher Student Relationship

This study explored ESL students' comments on teacher's written corrective feedback in a freshman composition class to find out whether they thought positively about the feedback and how they perceived the power relationship with the teacher. The study followed a qualitative design. Thirteen ESL students were asked to comment on the teacher's written corrective feedback on their essays. Findings indicated that students thought highly of the effectiveness of the teacher's feedback, and most of them viewed the teacher as a person of great power. They appreciated the feedback tremendously and many of them intended to make changes based on the received feedback. Suggestions and limitations of the study are shared to guide future research.
STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research
Author: Michael, Alyson G.
Date: 2021-07-00
Type: Journal Articles
Subjects: STEM Education,Distance Education,Student Centered Learning,Problem Solving,COVID-19,Pandemics,Secondary School Students,Student Research,Summer Programs,Educational Change,Learner Engagement

In 2020, the COVID-19 pandemic affected formal and informal education programs in the USA. The pandemic had a devastating impact on programs that required a dedicated physical space and in-person laboratory research. The distinguishing feature of New Hampshire Academy of Science (NHAS) programs is the participation of secondary school students in STEM research projects that emulate university-level research. Moving to a remote format presented various challenges. In this case study, we describe and discuss our experiences transforming a summer STEM research program for secondary school students from on-site and in-person to a remote platform, providing details of the planning phase, the logistics of maintaining the quality of the students' research, and the results of internal and external evaluations. Of the 33 students who participated, 32 completed all central elements of the program, and 25 went further and submitted summary papers and presented their research at the remote annual meeting of the American Association for the Advancement of Science. External evaluation found that students saw their work as similar to that of professional scientists, and perceived themselves to have gained proficiency in the use of scientific techniques and instrumentation. Students expressed they missed elements of in-person lab work including social interactions.
Games for Working Memory Training in Foreign Language Learning
Author: Ibarra Santacruz, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Training,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Language Proficiency,Undergraduate Students,Short Term Memory,Recall (Psychology),Foreign Countries

The purpose of this case study was to examine the effects of games for working memory training to enhance language learning in low performance students given that a considerable body of research has demonstrated that, among other factors, working memory may account for individual differences in linguistic achievement. The population consisted of nine low performance language students (English as a foreign language) from second, fourth, and sixth semester in the English and French program at Universidad de Nariño, Colombia, who received working memory training games during a six-week period. The results showed general improvement in the subjects' overall language performance during the sessions and in class, which confirmed the premise that if students are given a set of strategies to exercise and improve their memory, they are likely to use and replicate them when training is not taking place.
The Effect of a Cooperative Argumentation Model on Listening and Inquiry Skills and Argument Level
Author: Okumus, Seda
Date: 2021-08-00
Type: Journal Articles
Subjects: Cooperative Learning,Persuasive Discourse,Listening Skills,Science Process Skills,Science Education,Science and Society,Skill Development,Instructional Effectiveness,Undergraduate Students,Teaching Methods,Preservice Teachers,Biology,Inquiry,Active Learning,Foreign Countries

The aim of this study was to determine the effect of a cooperative argumentation model on the listening and inquiry skills and argument level of pre-service science teachers (PSTs). A mixed method was used. The sample consisted of 54 pre-service science teachers. Two experimental groups were studied and the study was conducted in the Special Issues in Biology course. Co-learning of the cooperative learning model was used in the experimental group (CLG, n=31). Argumentation and co-learning of the cooperative learning model were used in the other experimental group (CLAG, n=23). To collect data, the Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), and written arguments were used. For analyzing the quantitative data the independent samples t test and Mann-Whitney U test were applied. To analyze the qualitative data content analysis was used. A significant difference was found in favor of the CLAG in terms of listening skills (p&lt;0.05). However, there was no significant difference between the groups in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types, they mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values, and inquiry within the framework of an economics perspective. In addition, the levels of arguments formed by the PSTs developed throughout the process.
Do Loss Aversion and the Ownership Effect Bias Content Validation Procedures?
Author: Svihla, Vanessa
Date: 2021-03-00
Type: Journal Articles
Subjects: Content Validity,Anxiety,Bias,Test Items,Ownership,Evaluators,Expertise

In making validity arguments, a central consideration is whether the instrument fairly and adequately covers intended content, and this is often evaluated by experts. While common procedures exist for quantitatively assessing this, the effect of loss aversion--a cognitive bias that would predict a tendency to retain items--on these procedures has not been investigated. For more novel constructs, experts are typically drawn from adjacent domains. In such cases, a related cognitive bias, the ownership effect, would predict that experts would be more loss averse when considering items closer to their domains. This study investigated whether loss aversion and the ownership effect are a concern in standard content validity evaluation procedures. In addition to including promising items to measure a relatively novel construct, framing agency, we included distractor items linked to other areas of our evaluators' expertise. Experts evaluated all items following procedures outlined by Lawshe (1975). We found on average, experts were able to distinguish between the intended items and distractor items. Likewise, on average, experts were somewhat more likely to reject distractor items closer to their expertise. This suggests that loss aversion and the ownership effect are not likely to bias content validation procedures.
The Effect of Augmented Reality and Mobile Application Supported Instruction Related to Different Variables in 7th Grade Science Lesson
Author: Coskun, Mehmet
Date: 2021-08-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Software,Handheld Devices,Technology Integration,Grade 7,Secondary School Students,Secondary School Science,Science Instruction,Student Motivation,Student Attitudes,Anxiety,Academic Achievement,Instructional Effectiveness,Foreign Countries,Astronomy

The purpose of this study is to investigate the effect of augmented reality and mobile application supported instruction on students' academic achievement, attitude towards astronomy, anxiety and motivation towards learning science in the &quot;Solar System and Beyond/Earth and Universe&quot; units in seventh grade Science lesson. In the study, pre-test-post-test control group quasi-experimental design was used. The study group consisted of 56 students (29 students in the experimental and 27 students in the control group) selected with the convinience sampling method, who were studying in 7th grades of a secondary school in Hatay province, Turkey. Data was collected through the &quot;Solar System and Beyond Success Test&quot; (SSBST) developed by the researcher; &quot;Science Learning Anxiety Scale&quot; (SLAS) developed by Yildirim (2015) &quot;Astronomy Attitude Scale&quot; (AAS) developed by Zeilik, Schau and Mattern (1999) and adapted into Turkish by Bilici, Armagan, Çakir and Yürük (2012) and &quot;Students' Motivation Scale for Science Learning&quot; (SMSS) developed by Tuan, Chin and Shieh (2005) and adapted to Turkish by Yilmaz and Çavas (2007) was used. The data were analyzed using descriptive statistics as the mean, standard deviation, frequency percentage values, and the inferential statistics as dependent and independent t-tests. As a result, it was found that mobile application and augmented reality supported instruction had a positive impact on academic success, did not have any effect on anxiety and motivation towards the lesson, and negatively affected attitude towards the content according to the methods suggested by the current program.
Eight Issues to Consider When Developing Animated Videos for the Assessment of Complex Constructs
Author: Karakolidis, Anastasios
Date: 2021-06-00
Type: Journal Articles
Subjects: Animation,Video Technology,Visual Measures,Test Construction

As part of the growing interest in the measurement of complex constructs in recent years, a body of research examining the extent to which videos are a useful alternative to written text in tests and assessments has emerged. Early attempts to replace written text with videos featured actors, but lately, animated videos have become more popular. However, the few studies that have examined the use of videos (animated or acted) in assessment have focused purely on reporting the results of these endeavors, with little to no information provided about the process of transforming a test from text to video format. With this in mind, the aim of this paper is to outline the key issues that need to be considered when developing animated videos in an assessment context. Various decisions that need to be made are discussed and suggestions for overcoming challenges that may be encountered are offered. These considerations are intended to help anyone interested in the use of animated videos to enhance the validity of decisions made on the basis of assessments, including, but not limited to, educators, certification and licensure test developers, and those involved in personnel selection.
Evaluating Parent Comprehension of Measurement Error Information Presented in Score Reports
Author: Kannan, Priya
Date: 2021-06-00
Type: Journal Articles
Subjects: Comprehension,Parents,Error of Measurement,Test Interpretation,Middle School Students,Student Evaluation,Knowledge Level,Parent Background

Individual-student score reports sometimes include information about precision of scores (i.e., measurement error). In this study, we specifically investigated if parents understand this information when presented. We conducted an online experimental study where 196 parents of middle school children, from various parts of the country, were randomly assigned to three conditions with different amounts of measurement error information. Parents in all conditions answered a series of comprehension questions about a student's performance on a hypothetical test. Results indicate that when information about error was presented, parents showed a significantly better understanding of score variability. Moreover, when asked about their preference for such information, parents across all three conditions indicated that they would like such information to be included in their child's report. Results from this study highlight the importance of clear communication of technical information to stakeholders, particularly parents, who are a diverse stakeholder group.
Primary School Adaptation Problems of Children: Parental Experiences and Practices
Author: Çomakli, Murat
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Students,Primary Education,Grade 1,Young Children,School Readiness,Student Adjustment,Social Adjustment,Physical Environment,Parent Attitudes,Parent Child Relationship,Problem Solving,Behavior Problems,Negative Attitudes,Foreign Countries

In this study, according to the opinions of the parents whose children have adaptation problems when starting the first grade of primary school; identifying the sources of adaptation problems, the measures taken by parents and the practices they do was aimed. In the study, a semi-structured interview form was applied to 22 parents whose children had adaptation problems while starting primary school in Askale, Erzurum. The obtained findings were analyzed by content analysis method. According to the findings obtained, parents stated that they faced social, physical and academic changes with their children starting school, they developed negative attitudes to school and displayed negative behavior in home. Parents stated that they increased their interest towards their children and rewarded them; some parents also stated that they resorted to punishment and violence to solve the children's adjustment problems. Parents gave many advices to other parents whose children will start to primary school.
Problems Faced in the Education of Syrian Immigrant Students and Recommendations: The Turkey Case
Author: Özenç, Mehmet
Date: 2021-08-00
Type: Journal Articles
Subjects: Immigrants,Refugees,Classroom Techniques,Academic Achievement,Interpersonal Communication,Student Behavior,Educational Resources,Classroom Environment,Language Skills,Communication Skills,Turkish,Family Role,Family School Relationship,Educational Administration,Mental Health,Cultural Differences

The purpose of this study is to put forth the current situation of studies examining the problems faced in the education of Syrian students attending schools in Turkey within the scope of formal education through meta-synthesis. In line with the study purpose, studies with qualitative findings and results related to the subject were examined and synthesized, and the results related to the subject were presented with a holistic perspective. The keywords of Syrians, foreign students, immigrants, refugees, asylum seekers, and temporary protection were used during the literature review search conducted to determine the studies to be discussed within the scope of the study. The searches were carried out on online databases and search engines between February 15, 2020 and April 18, 2020. Google Scholar, Sobiad, Dergipark, ULAKBIM, YÖK National Thesis Center, ERIC, Academia, Researchgate, EBSCOhost, and Web of Science were the online search engines used for the searches. The studies found as a result of the literature review were re-examined considering the criteria determined for the study. A total of 80 studies (61 articles and 19 theses) formed the studies from which the study data were collected. The data obtained by paying attention to the main study purpose and study questions were analyzed using the content analysis method. According to the study results, the problems encountered in the education of Syrian students and the recommendations given were examined under six categories, namely classroom management, academic achievement, communication, family, administration, and students' psychosocial status. Recommendations for practitioners, policymakers, and researchers were developed based on the results obtained from the studies examined within the scope of the study.
Evaluations in Institutions of Higher Education in Africa: The Case of the University of Eswatini
Author: Sone, Enongene Mirabeau
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Evaluation Methods,Student Evaluation,College Students,Essay Tests

The paper attempts to give an overview of evaluation in higher education institutions with particular emphasis on the faculties of humanities, education and social sciences disciplines at the University of Eswatini (Swaziland) in Southern Africa. It describes the general methodology of evaluation and identifies obstacles and relevant strategies for improving existing evaluation system. The paper points out that the nature and quality of assessment instruments used will influence the type of learning that takes place. In other words, if the lecturer evaluates and credits acquisition of knowledge, then the student will tend to study this alone. Therefore, a wider range of evaluation activities covering various objectives of a course will lead to varied learning and teaching experience within a course. Finally, the paper recommends that since the existing examination system is subjective, it is necessary to review it periodically to ensure that it fulfils the purpose for which it is designed to achieve.
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
Author: Ziegenfuss, Donna H.
Date: 2021-03-00
Type: Journal Articles
Subjects: Flipped Classroom,Formative Evaluation,Feedback (Response),College Freshmen,Engineering Education,Electronic Equipment,Introductory Courses,Learner Engagement,Student Attitudes,Scores,Active Learning,Electronic Learning,Video Technology,Class Activities,Synchronous Communication,Questioning Techniques,Time Management,Lecture Method

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly 'muddiest point' content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class.
Graduate Training in Educational Measurement and Psychometrics: A Curriculum Review of Graduate Programs in the U.S.
Author: Randall, Jennifer
Date: 2021-02-00
Type: Journal Articles
Subjects: Graduate Study,Masters Programs,Doctoral Programs,Psychometrics,Educational Assessment,Psychology,Program Content,College Curriculum,Job Skills

This mixed-methods study included a curriculum review of 118 graduate (masters &amp; doctoral) programs in educational measurement, assessment, evaluation, psychometrics, and/or quantitative psychology in the United States to examine both the content and skills prioritized in graduate training. In addition to required content, programs/program curricula were coded with respect to intellectual home (psychology v. education departments), level of program (M.A. v. EdD or PhD), total credits, and number and rank of faculty. Patterns with respect to content variation are presented. To supplement these data, interviews were conducted with measurement professionals -- working in industry, government, and the academy- to determine what skills and content knowledge they believe to be critical for success in the field and to evaluate any disconnects between content knowledge thought to be important to practitioners and the actual content knowledge taught.
Multiple Case Studies on the Impact of Apprenticeship of Observation on Novice EFL Teachers&apos; Cognition and Practices
Author: Rahman, Mohammad Mosiur
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Beginning Teachers,Language Teachers,Knowledge Level,Foreign Countries,Experience,Second Language Learning,Secondary School Teachers,Elementary Secondary Education,Teacher Role,Teaching Methods,Teacher Attitudes

Cognition plays an important role in language teacher decision-making. A number of sources, including schooling, influence the cognition of language teachers. The concept of schooling is identified as the history of teachers' own personal education influences on the teachers' knowledge, also referred to as apprenticeship of observation (AO). Through further conceptualization of schooling/AO involving the notion of history-in-person, the current multiple case study explored the prior learning experience of two Bangladeshi novice teachers of English: Kamrul and Monabbir (pseudonym), and how these experiences influenced their cognition of language. The findings suggest that the prior learning experience of English teachers has influenced their cognition and has taken on distinctive trajectories. Both AO and anti-apprenticeship of observation (anti-AO) were documented on the basis of the positive and negative English learning experiences of Kamrul and Monabbir at school. The article concludes with the implication of schooling in shaping the knowledge of language teachers and developing a context-based teacher education program.
Non-Observance of Grice&apos;s Conversational Maxims in Discourse of Humor and Its Role in EFL Learners&apos; Text Comprehension: A Mixed-Methods Study
Author: Amirsheibani, Morteza
Date: 2020-00-00
Type: Journal Articles
Subjects: Humor,Linguistic Theory,Scores,Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Discourse Analysis,Reading Comprehension,Role,Language Tests,Test Items,Foreign Countries,Age Differences,Item Analysis,Young Adults,Adults

Grice's conversational maxims have been one of the most influential pragmatic theories up to now. The primary purpose of this study was to measure the comprehension of Iranian intermediate EFL learners in terms of English humor based on Grice's non-observed conversational maxims. Moreover, this study intended to find which of Grice's non-observed conversational maxims make it difficult for EFL learners to comprehend the discourse of English humor. Using a mixed-methods design, 300 participants were selected from different age groups. The selected participants were 129 females and 171 males whose ages varied from 19 to 37. In the final phase of the study, four students were selected based upon their willingness and availability to take part in a qualitative phase. Results showed that among the four Grice's non-observed conversational maxims, the quantity maxim (0.75) had had the highest mean score, resulting as the easiest maxim and the quality maxim (0.41), which had the lowest mean score, was the most challenging maxim. The results of the qualitative data confirmed the quantitative results. Quantity was found to be the easiest maxim in the English Humor Comprehension Test (EHCT), and Quality was the most challenging maxim.