ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Dialogical Argumentation-Based Workshops on Primary and Secondary School Teachers' Ability to Co-Construct the Concept of Solubility
Author: Kwofie, Samuel
Date: 2011-01-00
Type: Reports - Research
Subjects: Persuasive Discourse,Teaching Models,Elementary School Teachers,Secondary School Teachers,Science Teachers,Science Instruction,Scientific Concepts,Instructional Effectiveness,Teacher Workshops,Scientific Principles,Discussion,Foreign Countries

This article presents a case for equipping science teachers with the necessary skills needed to enact dialogical argumentation-based classroom discourses. Even though teachers are required to scaffold knowledge construction in the classroom, it appears that not much prominence has been dedicated to exploring alternative or novel approaches to teaching. Hence, this research seeks to evaluate the effectiveness of dialogical argumentation-based pedagogic framework as essential tools for enhancing teachers' ability to co-construct solubility concepts in the classroom. The workshop sessions employed for this study involved primary and secondary school teachers. The results reinforces the belief that dialogical argumentation-based model is a plausible pedagogic approach which augments teachers' ability to co-construct scientific knowledge and also improves their quality of argument during discursive classroom environment. In addition, frequent epistemic interactions during dialogue could enable the teachers to synthesis and critically evaluate scientific concepts as well as exhibiting keen interest in problem solving discourses. [This paper was published in: Proceedings of the 19th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE), 18-21 January 2011 at North-West University, pages 277-286.]
Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781
Author: Goldschmidt, Pete
Date: 2011-01-00
Type: Reports - Research
Subjects: Elementary School Science,Grade 4,Emergent Literacy,Integrated Curriculum,Interdisciplinary Approach,Light,Energy,Units of Study,Course Content,Vocabulary,Reading Writing Relationship,Teacher Background,Student Characteristics,Teaching Methods,Self Efficacy

This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to account for the clustering of students within teachers and teachers within schools. Four primary outcomes of interest are examined: science content, vocabulary, reading and writing. Additional analyses focus on the impact of teacher and student background, instructional methods, and teacher-self efficacy. Quantitative results indicate that the "Seeds/Roots" intervention resulted in statistically and substantively higher student performance in science content, vocabulary, and writing. Teacher background and self-efficacy are generally unrelated to student performance. Inquiry-based teachers enhanced treatment effects. Despite "Seeds/Roots" designed integration, teachers tended to focus on the science aspect when considering time requirements to be longer than a standard unit. Qualitative results indicate that teachers overwhelmingly found the "Seeds/Roots" unit usable, effective, and engaging. Two appendices are included. (Contains 33 tables and 16 footnotes.)
Evaluation of the Artist Teacher Collaborative Program: Summary of Year 1 Findings. CRESST Report 784
Author: Griffin, Noelle C.
Date: 2011-01-00
Type: Reports - Research
Subjects: Feedback (Response),Visual Arts,Evaluators,Focus Groups,Artists,Teacher Surveys,Program Implementation,Program Effectiveness,Elementary School Teachers,Faculty Development,Integrated Curriculum,Language Arts,Teacher Education,Pretests Posttests,Interviews,Student Evaluation

The Artist-Teacher Collaborative (ATC) program is a partnership between the Armory Center for the Arts and Pasadena Unified School District (PUSD). A central goal of this program, which is supported by the U. S. Department of Education, is to provide sustained, rigorous professional development to 3rd through 5th grade PUSD teachers, instilling in them the skills and knowledge needed to deliver standards-based instruction in the visual arts to diverse student populations. Additionally, teachers learn how to integrate the PUSD's adopted visual arts curriculum, Science Research Associates' (SRA) Arts Connections, with the SRA Open Court English Language curriculum. The ATC program serves a cohort of 16 new teachers each semester, totaling 32 teachers each year. Each teacher receives 36 hours of professional development through a variety of activities during the course of the semester. Researchers from the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) led the independent evaluation of this project. For this evaluation, CRESST was responsible for constructing surveys for teachers to complete at multiple steps in the program implementation process. CRESST researchers also observed the classroom practices of a small sample of teachers in order to gather case study information about the "best practices" of participating teachers in the arts integration process. Additionally, CRESST analyzed the data using a combination of qualitative and quantitative techniques. CRESST evaluators will adapt the content of the data collection instruments (e.g., surveys) year to year to reflect the changes and refinements that are formatively made to the program. This year-end report addresses the ongoing success of the program based on the program's outcomes, formative feedback on strengths and weaknesses in the implementation process, and formative recommendations. Appendices include: (1) Pre- and Post- Program Teacher Surveys; (2) Interview Protocol; (3) Semi-Structural Focus Group Protocol; (4) Student Assessment: Shapes and Color; and (5) The List of Items for Each Scale Score. (Contains 6 tables, 1 figure and 1 footnote.)
Review of Rifle Marksmanship Training Research. CRESST Report 783
Author: Chung, Gregory K. W. K.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Weapons,Psychomotor Skills,Computer Software,Military Personnel,Lasers,Measurement Techniques,Individualized Instruction,Skill Development,Physiology,Measurement Equipment,Military Training,Predictor Variables,Multimedia Instruction,Regression (Statistics),Predictive Validity,Anxiety,Computer Simulation

The UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is under contract from the Naval Postgraduate School (NPS) to conduct research on assessment models and tools designed to support Marine Corps rifle marksmanship. In this deliverable, we first review the literature on known-distance rifle marksmanship research in Section I. In Section II we examine USMC combat marksmanship. Because the USMC Combat Marksmanship Program (CMP) (including moving targets) is new, there is no current research that we know of that has specifically examined assessment of CMP elements and we thus identify assessment issues. Section III reviews the use of sensors in the assessment of rifle marksmanship skill, and we provide detailed information on our prior work on developing and validating measures for known-distance rifle marksmanship. Section IV provides an overview of various marksmanship training systems in use by the USMC as of 2006. Based on the available information, we examined each system with respect to capabilities needed to support research on marksmanship. Section V provides a detailed research plan and schedule intended to investigate the assessment issues covered in Sections I to IV. Appendices include: (1) Key Knowledge Components; (2) Key Rifle Marksmanship Facts; (3) Key Rifle Marksmanship Cause-Effect Relations; and (4) Rifle Marksmanship Training Systems (USMC, 2006). (Contains 11 tables, 11 figures and 1 footnote.)
Year 3 ASK/FOSS Efficacy Study. CRESST Report 782
Author: Osmundson, Ellen
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Teachers,Grade 3,Grade 4,Elementary School Science,Curriculum Evaluation,Magnets,Energy,Biology,Water,Revision (Written Composition),Instructional Materials,Comparative Analysis,Control Groups,Student Evaluation,Correlation,Program Effectiveness,Data Collection

This efficacy study was designed to examine the traditional FOSS curriculum (Delta Publishing, Full Option Science System/FOSS, magnetism and electricity, structures of life, and water modules, 2005), and the new ASK/FOSS curriculum (magnetism and electricity, structures of life, and water modules, 2005), a revised version of the original FOSS curriculum, to determine impact on student learning. The enhanced curriculum includes slightly revised instructional materials and a coordinated embedded assessment system, with components developed to support teachers' on-going assessment of student learning and progress towards specified learning goals. The study involves randomly assigned treatment/control groups of 3rd and 4th grade teachers. Year 3 of the project was the study year for ASK/FOSS Cohort 1 (Arizona), and the pilot (or practice) year for additional schools and teachers, ASK/FOSS Cohort 2 (Arizona, Texas and Washington). This report presents data from both study cohorts. Table 1 summarizes the data sources, and the type of information provided by each instrument, designed to capture the most critical components of the ASK/FOSS curriculum. In the following sections of the report, analyses and findings are presented based on these data sources and assessment components. Appendices include: (1) ASK/FOSS Data Collection Plan; (2) Data Collection Instruments; and (3) Correlation Matrix--All Instruments. (Contains 33 tables and 1 figure.)
Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777
Author: Huang, Denise
Date: 2010-12-00
Type: Reports - Research
Subjects: Speech Communication,Self Efficacy,Standardized Tests,Cooperation,Communication Skills,Interpersonal Competence,Likert Scales,Student Surveys,Attendance,After School Programs,Teacher Attitudes

This study addressed key questions about LA's BEST afterschool students' self-efficacy,  collaboration, and communication skills. We compared student perceptions of their own  21st century skills to external outcome measures including the California Standardized Test  (CST), attendance, and teacher ratings. We found a substantial relationship between student  self-efficacy compared to student oral communication and collaboration skills. However, we  did not find that higher attendance in LA's BEST led to higher self-efficacy, though further  investigation is needed. We found that LA's BEST students were able to evaluate their  abilities so that they are similar to the outcome measures of CST and teacher ratings.  Moreover, the high-attendance group demonstrated significantly better alignment with the  teacher ratings than the lower attendance groups in self-efficacy, oral communication skills,  and collaboration skills. Appended are: (1) Propensity Weighting Process; and (2) Survey Scales. (Contains 14 tables, 7 figures and 5 footnotes.)
When to Exit ELL Students: Monitoring Success and Failure in Mainstream Classrooms after ELLs' Reclassification. CRESST Report 779
Author: Kim, Jinok
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Second Language Learning,English (Second Language),Limited English Speaking,Language Proficiency,Classification,Grade 4,Grade 5,Grade 6,Mainstreaming,Evaluation Criteria

In English Language Learners' (ELLs) reclassification, the tension between assuring sufficient English language proficiency (ELP) in mainstream classrooms and avoiding potential negative consequences of protracted ELL status creates an essential dilemma. This study assesses the validity of existing systems in terms of gross consequences of reclassification. We examine the subsequent academic success of reclassified ELLs in mainstream classrooms, using statewide individual-level data merged from Grades 3 to 8 in a local control state. Drawing on some recent advances in growth modeling techniques, we control for students' performance levels prior to reclassification in examining post-reclassification growth rates. The study found that ELL students tend to make a smooth transition upon their reclassification and keep pace in mainstream classrooms. This indicates that existing reclassification decisions are, in general, supportive of ELL students' subsequent learning, with a caution that such finding should be tempered by a great extent of heterogeneity in subsequent learning. Results on one main component of reclassification criteria, ELP levels upon reclassification, suggest that protracted ELL status due to too stringent ELP criteria may not be useful or even be detrimental to ELLs' learning in mainstream classrooms. (Contains 5 figures and 18 tables.)
An Evidence Centered Design for Learning and Assessment in the Digital World. CRESST Report 778
Author: Behrens, John T.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Evidence,Student Evaluation,Educational Assessment,Influence of Technology,Computer Assisted Testing,Computer Networks,School Business Relationship,Computer Simulation,Curriculum Implementation,Educational Testing,Technical Education,Instructional Design,Partnerships in Education,Educational Games,Program Descriptions,Blended Learning,Performance Based Assessment,Computer Software,Computer System Design,Information Technology

The world in which learning and assessment must take place is rapidly changing. The digital revolution has created a vast space of interconnected information, communication, and interaction. Functioning effectively in this environment requires so-called 21st century skills such as technological fluency, complex problem solving, and the ability to work effectively with others. Unfortunately, traditional assessment models and methods are inadequate for evaluating or guiding learning in our digital world. This report argues that the framework of evidence-centered assessment design (ECD) supports the design and implementation of assessments that are up to the challenge. We outline the essential ECD structure and discuss how the digital world impacts each phase of assessment design and delivery. The ideas presented in the report are illustrated with examples from our ongoing experiences with the Cisco Networking Academy. We have used this approach to guide our work for more than 10 years and ultimately seek to fundamentally change the way networking skills are taught and assessed throughout the world, including the delivery of 100 million exams in over 160 countries and innovative simulation-based curricular and assessment tools. (Contains 9 figures.)
Aligning Instruction and Assessment with Game and Simulation Design. CRESST Report 780
Author: Wainess, Richard
Date: 2011-01-00
Type: Reports - Research
Subjects: Direct Instruction,Play,Video Games,Educational Games,Interaction,Instructional Effectiveness,Models,Evaluation,Alignment (Education),Computer Simulation

Effective design of training-related games (games for training and/or assessment) requires synergy between the mechanisms for delivering instructional content and the mechanisms for learning game play and game functionality (Becker, 2006). The learning domain must be embedded as a core game mechanic: that is, the game cannot be advanced or won without utilization of the domain being taught or assessed (Fisch, 2005). To address these issues, we created two interconnected models central to the design and development of training-related games: 1) a Game Play Model comprising the key components of a game and 2) a Player Interaction Framework defining how players interact with information in a game. The model and framework help to optimize the design and development process by providing a shared set of categories for organizing domain and game instruction. They also provide a lens through which comparisons of instructional methods and strategies can be made across games. Using the Game Play Model and Player Interaction Framework, we analyzed 34 games (24 popular commercial video games and 10 commercial video games used by the military). Results of the analyses indicate that while the two game types were similar in the amount of instruction devoted to introducing the various components of the Game Play Model, the delivery mechanisms (the Player Interaction Framework) differed in some key areas. In particular, the military games did not provide enough direct instruction and relied too much on the player to actively seek out information. The Game Play Model and the Player Interaction Framework represent important components in the design and development process for training games and they also provide a useful lens for the examination of the effectiveness of instruction within training games. (Contains 11 figures and 4 tables.)
Views of the Teachers of Social Studies and Administrators Relating Impediments of Organizational Learning
Author: Oztaskin, Ozlem Bektas
Date: 2011-04-00
Type: Journal Articles
Subjects: Educational Development,School Culture,Foreign Countries,Statistical Analysis,Professional Development,Social Studies,Administrators,Surveys,Organizational Culture,Teamwork,Politics of Education,Evaluation,Productivity

Schools are the significant places where new information and skills are obtained and practised. There are some problems in the social and educational development of organizational activities learned at schools. Change, share and distribution of knowledge, transfer of knowledge to students, fruitful and effective use of organizational aims, production of organizational intelligence and organizational knowledge, socialization, management, information management strategies, school culture, understanding of systemic thinking, school climate, team work, democratic environment, communication, motivation, performance activities, politics, curriculum, professional development and economic sources are factors of organizational learning in school functions. The objective of this study is to determine the views of teachers of social studies and administrators relating impediments of organizational learning. This research employs a descriptive research method as the survey model. Required data were gathered through a questionnaire and the results were assessed through descriptive statistics method. The population of the study is composed of the teachers working at the primary schools of the Ministry of National Education. The study was conducted with 100 randomly-selected teachers teaching the social studies lessons in the 4th, 5th, 6th and 7th grades at 10 schools in Erzurum, Turkey. The research utilises a questionnaire as a means of data acquisition, which intends to identify organisational learning impediments of the social studies teachers. The statistical analysis of the quantitative data gathered by the research is conducted on computer by SPSS (Statistical Program for Social Sciences) 15.0. It was observed that many factors affect organizational learning skills. The following questions were answered in relation with this issue: (1) What is the present situation of social studies teachers in school teams in terms of their participation in tasks for the innovation and change? (2) What is role of social studies teachers and administrators in peer observation and sharing of professional ideas as a part of school life? (3) What are the organizational impediments according to social studies teachers and administrators? According to social studies teachers, there are differences within both educational and organizational experience sharing with respect to planning, collaboration, knowledge sharing, team work, professional development and communication structure. Therefore, institutional and educational politics should be developed in order to maintain general organizational skills of schools and eliminate dissatisfaction. (Contains 3 tables.)
Using Analogy and Model to Enhance Conceptual Change in Thai Middle School Students
Author: Wichaidit, Sittichai
Date: 2011-03-00
Type: Journal Articles
Subjects: Middle School Students,Urban Schools,Prior Learning,Botany,Foreign Countries,Science Teachers,Grade 7,Thai,Science Education,Logical Thinking,Questionnaires,Pretests Posttests,Models,Science Instruction,Biology

This study examined conceptual change of Thai middle school students after learning photosynthesis with analogy and model. The analogy mapped key features from the analog (cooking food) to the target concept (photosynthesis). Modeling photosynthesis activity provided the opportunity for students to understand how plants use sugar to synthesize cellulose and starch. To determine students' prior knowledge, the photosynthesis questionnaire was administered to 58 Grade 7 students of urban school. The result revealed that students held alternative conceptions in many aspects, including the origin of plant nutrients, the substances required for photosynthesis, the products of photosynthesis and the role of chlorophyll. After the instruction, the students were post-tested to determine how students' conceptions had changed. The result indicated that the students demonstrated better comprehension than that of the pre-test. The percentage of students who changed their ideas to the scientific one was reported and discussed. The present study has implication for both science educators and science teachers who are interested in teaching with analogy and model. (Contains 4 tables and 2 figures.) [Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST) (Philadelphia, PA, Mar 21-24, 2010). Research funding was provided by the Institute for the Promotion of Teaching Science and Technology (IPST), Thailand.]
The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools--Based on the Theory of &quot;Cultural Discontinuities&quot;
Author: Zhao, Yan-jun
Date: 2011-04-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Mathematics Instruction,Elementary School Mathematics,Secondary School Mathematics,Culturally Relevant Education,Ethnic Groups,Foreign Countries

Ethnic students will face the problem of &quot;cultural discontinuities&quot; when they learn school mathematics. &quot;Cultural discontinuity&quot; is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic mathematical curriculum, designing ethnic cultural situation and returning to ethnic mathematics life.