ethanporcaro/eric-fulltext-meta huggingface dataset:
Multicultural Arts Education in the Post-Secondary Context?: Creating Installation and Performance Art in Surrey, Canada
Author: Colby, Sasha
Date: 2011-00-00
Type: Journal Articles
Subjects: Art Education,Multicultural Education,Art Products,Art Activities,Theater Arts,Multilingualism,Bilingualism,College Students,School Community Programs,Universities,Foreign Countries

In 2007, Simon Fraser University's satellite campus in Surrey, British Columbia, received an Official Languages Dissemination Grant from the Social Sciences and Humanities Research Council of Canada to examine the role of official bilingualism in the multilingual context through installation and performance art. This essay considers the processes of creating student-based art about language identity in the case-specific example of Surrey. Positing the significantly multilingual community of Surrey as a &quot;microcosm of the emerging national reality,&quot; the author discusses the challenges of representation, the &quot;concealing art&quot; that unchallenged official bilingualism represents, as well as the social benefits of making centralized public arts space a legitimate venue for multicultural arts education and student-based expressions about language and identity.
Comparing Data Treatments on Item-Level Nonresponse and Their Effects on Data Analysis of Large-Scale Assessments: 2009 PISA Study. Research Report. ETS RR-15-12
Author: Chen, Haiwen H.
Date: 2015-06-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Educational Assessment,Item Response Theory,Accuracy,Test Items,Scoring,Data Analysis,Test Construction,Testing Problems,Comparative Analysis,Multiple Choice Tests

One major issue with large-scale assessments is that the respondents might give no responses to many items, resulting in less accurate estimations of both assessed abilities and item parameters. This report studies how the types of items affect the item-level nonresponse rates and how different methods of treating item-level nonresponses have an effect on item calibration and scoring.
Aha Malawi! Envisioning Field Experiences That Nurture Cultural Competencies for Preservice Teachers
Author: Talbot, Patricia A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Experience Programs,Preservice Teachers,Intercultural Programs,Interpersonal Competence,Best Practices,Critical Theory,Service Learning,Transformative Learning,Cultural Literacy,Cultural Awareness,Capacity Building,Educational Practices,Knowledge Base for Teaching

This theoretical study uses the context of the writer's personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.
Interrogating Reality in Terms of Retention and Student Success at a South Texas University
Author: Bain, Steve F.
Date: 2012-07-00
Type: Journal Articles
Subjects: Academic Persistence,Surveys,Student Attrition,Intervention,Prevention,Graduation,Success,Cooperative Planning,Graduation Rate,College Students,School Personnel,Attitude Measures,Barriers

Student retention has become the most significant issue facing American colleges and universities. For the student, retention has everything to do with academic success and the completion of the most lofty of educational goals--the acquiring of a degree. For the educational institution, college, or university, retention impacts federal funding, fiduciary trust, academic status, and outright institutional survival. This paper explores the importance of interrogating reality through surveys designed to measure retention and attrition factors as they pertain to a South Texas institution, namely Texas A&amp;M University-Kingsville. A review of proactive decisions by the university administration will be considered from a preemptive and initial perspective. These decisions will be reviewed in light of their intended impact on student success and degree completion. Both quantitative and qualitative factors related to student retention and attrition will be reviewed. For any institution serious about positive change, an honest and forthright interrogation of reality must be considered.
Development of a Model for Building Professional Learning Communities in Schools: Teachers' Perspectives in Thai Educational Context
Author: Intanam, Narongrith
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Program Development,Models,Public School Teachers,Primary Education,Teacher Attitudes,Questionnaires,Likert Scales,Factor Analysis,Norms,Values,Student Centered Learning,Teacher Collaboration,Reflection,Dialogs (Language),Educational Indicators,Construct Validity,Case Studies

The objective of this study was to develop a model for building professional learning communities (PLCs) in schools. Samples were public primary schools that consisted of 1,826 teachers from 185 schools in Thailand. They randomized by using two-stage random sampling. The questionnaire was used to survey the level or magnitude of teacher performance in their professional learning communities. The reliability coefficient or Cronbach's alpha of questionnaire was 0.983. Descriptive statistics and second-order multilevel confirmatory factor analysis (second-order MCFA) were employed in data analysis. The results of model for building professional learning communities in schools revealed that it consisted of five sub-factors, i.e., (1) shared norms and values, (2) collective focus on student learning, (3) collaboration, (4) deprivatized practice, and (5) reflective dialogue. As for each sub-factors contained five indicators. Moreover, this model fitted well with the empirical data set (?[superscript 2] = 631.319, df = 439, ?[superscript 2] /df = 1.438, CFI = 0.995, TLI = 0.993, RMSEA = 0.015, SRMR[subscript W] = 0.014, SRMR[subscript B] = 0.022, respectively).
Many Pieces of the Puzzle: A Collaborative Process of Becoming a Teacher
Author: Kang, Hee-Won
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Teaching,Elementary Education,Student Teachers,Mentors,Supervisors,Principals,Peer Teaching,Teaching Models,Educational Practices,Teacher Collaboration,English Language Learners,Classroom Techniques,Participant Observation,Interviews

This report is on an innovative model of student teaching in elementary education that emphasizes collaboration among different levels of part-time student teachers, full-time student teachers, mentor teachers, principals and university supervisors. The CORE (Collaborations for Renewal of Education) model of student teaching has a strong focus on peer coaching and peer observation. Student teachers learn not only through interactions with mentor teachers, university faculty, administration, parents and the community, but also from interactions with each other and through introspection and reflection. After description and discussion of the CORE model, preliminary research of the model is discussed. In one semester of student teaching in a school with a highly diverse student population, data was collected on participants as they collaborated with peers, mentor teachers, and university faculty in the CORE model. Through participant observation, interviews, and examination of artifacts, common themes and concerns were identified that focused on collaboration, English learners, and classroom management.
Collaborative Professional Development: An Examination of Changes in Teacher Identity through the Professional Learning Community Model
Author: Prytula, Michelle
Date: 2012-07-00
Type: Journal Articles
Subjects: Professional Identity,Communities of Practice,Faculty Development,Teacher Collaboration,Secondary School Teachers,Educational Practices,Traditionalism,Scientific Methodology,Teacher Morale,Teaching Skills,Teaching Models,Teaching Methods,Teacher Improvement,Foreign Countries,Case Studies,Interviews

The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study was conducted to determine the development of and changes in the four traditions of teacher as a result of working in a collaborative PLC. Through this study, it was found that all four traditions of teacher identity were impacted as a result of working in a collaborative PLC, meaning that teachers reported growth in the craft, moral, artistic, and scientific teacher identities following working as PLC. Notable, however, was that because of the work done through the PLC, we found that the scientific tradition was not only affected by the work done through the PLC, but that the scientific tradition also effected changes in the other traditions of teacher identity. The method, data, and findings are discussed, as well as the implications that the findings have for theory, research, and practice.
Automated Trait Scores for &quot;GRE&quot;® Writing Tasks. Research Report. ETS RR-15-15
Author: Attali, Yigal
Date: 2015-06-00
Type: Journal Articles
Subjects: Scores,Computer Assisted Testing,Computer Software,Grammar,Factor Analysis,College Entrance Examinations,Graduate Study,Writing Tests,Scoring,Reliability,Comparative Analysis,Essays,Construct Validity,Content Analysis,Language Usage,Weighted Scores,Vocabulary,Language Styles,Correlation,Goodness of Fit,Regression (Statistics),Task Analysis,Prediction,Questionnaires

The &quot;e-rater&quot;® automated essay scoring system is used operationally in the scoring of the argument and issue tasks that form the Analytical Writing measure of the &quot;GRE&quot;® General Test. For each of these tasks, this study explored the value added of reporting 4 trait scores for each of these 2 tasks over the total e-rater score. The 4 trait scores are word choice, grammatical conventions, fluency and organization, and content. First, confirmatory factor analysis supported this underlying structure. Next, several alternative ways of determining feature weights for trait scores were compared: weights based on regression parameters of the trait features on human scores, reliability of trait features, and loadings of features from factor analytic results. In addition, augmented trait scores, based on information from other trait scores, were also analyzed. The added value of all trait score variants was evaluated by comparing the ability to predict a particular trait score on one task from either the same trait score on the other task or the e-rater score on the other task. Results supported the use of trait scores and are discussed in terms of their contribution to the construct validity of e-rater as an alternative essay scoring method.
Alternate Route and Traditionally-Trained Teachers' Perceptions of Teaching Preparation Programs
Author: Lowery, David C.
Date: 2012-07-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Attitudes,Teacher Education Programs,Interviews,Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Training Methods,Graduate Surveys,Intermode Differences,Comparative Analysis,Qualitative Research,Online Surveys

The debate about the effectiveness of alternate route teacher preparation programs continues in K-12 schools and institutions of higher learning. As alternate route teacher programs continue to prepare more and more teachers for the K-12 classroom, these programs will continue to face scrutiny regarding their effectiveness. This current study interviewed K-12 teachers across several disciplines to understand their perceptions of the effectiveness of alternate route teacher preparation programs when compared to traditional teacher preparation programs. Half of the teachers interviewed were trained through a traditional teacher education program while the other half were trained through alternate route programs. The findings of the study indicate that while both methods of teacher preparation programs are effective, placing teacher candidates in the classroom as much as possible to gain experience is the best way to train future teachers.
Automated Scoring for the &quot;TOEFL Junior&quot;® Comprehensive Writing and Speaking Test. Research Report. ETS RR-15-09
Author: Evanini, Keelan
Date: 2015-06-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Automation,Language Tests,Second Language Learning,English (Second Language),Writing Tests,Speech Tests,Scoring,Man Machine Systems,Correlation,Audio Equipment,Models,Reading Aloud to Others,Narration,Pictorial Stimuli,Experiments,Children,Middle School Students

This report describes the initial automated scoring results that were obtained using the constructed responses from the Writing and Speaking sections of the pilot forms of the &quot;TOEFL Junior&quot;® Comprehensive test administered in late 2011. For all of the items except one (the edit item in the Writing section), existing automated scoring capabilities were used with only minor modifications to obtain a baseline benchmark for automated scoring performance on the TOEFL Junior task types; for the edit item in the Writing section, a new automated scoring capability based on string matching was developed. A generic scoring model from the &quot;e-rater&quot;® automated essay scoring engine was used to score the email, opinion, and listen-write items in the Writing section, and the form-level results based on the five responses in the Writing section from each test taker showed a human-machine correlation of r = 0.83 (compared to a human-human correlation of r = 0.90). For scoring the Speaking section, new automated speech recognition models were first trained, and then item-specific scoring models were built for the read-aloud picture narration, and listen-speak items using preexisting features from the &quot;SpeechRater&quot;[SM] automated speech scoring engine (with the addition of a new content feature for the listen-speak items). The form-level results based on the five items in the Speaking section from each test taker showed a human-machine correlation of r =0.81 (compared to a human-human correlation of r = 0.89).
A Teacher Educator Who Challenged Minds and Changed Lives for African Americans
Author: Gentry, Ruben
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,African American Teachers,African American Students,Teacher Effectiveness,Equal Education,Educational Opportunities,Black Colleges,Educational History,African American History,Teacher Role,Educational Attainment,Career Choice,Program Development,Educational Finance,Advocacy,Barriers,Case Studies,Teacher Characteristics,Teacher Student Relationship

The path to quality education for African Americans has been rough and often fraught with resistance from the time that they were denied any education, to &quot;separate&quot; education, and even to &quot;no child left behind&quot; education. Any significant achievement for them in the American educational system required blood, sweat, and tears on the part of somebody. This manuscript first provides an overview of how education for African Americans has unfolded in this country. To set the stage for how a person might enhance opportunities for Blacks to gain an education, a role and scope picture of the college professor is presented. From these two perspectives, the life-long effort of a dynamic college professor is revealed. The story depicts the professor's background and educational attainment, employment choice, efforts at program development, fund procurement, preparation of students, and advocacy for graduates' advancement. It also pinpoints specific hurdles that the professor had to overcome along the way and reveals how in the end, the efforts did not go completely unnoticed. The case comes together as &quot;The house that Jackie (pseudonym) built for Mack.&quot; Jackie spent a lifetime challenging minds and changes lives for African Americans. Even after retirement, she continued to enhance the development of her former students. There still is a need for professors like this teacher educator; for some battles have been successfully fought, the victory has yet to be won in affording full educational opportunities to African Americans.
Connecting College Learners with Rural Entrepreneurship Opportunities: The Rural Entrepreneurship Teaching Unit
Author: Frazier, Barbara J.
Date: 2012-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Entrepreneurship,Rural Education,Retailing,Hospitality Occupations,Majors (Students),Employment Opportunities,Learning Modules,Service Learning,Partnerships in Education,School Community Programs,Universities,Sustainability,Competition,Pilot Projects,Student Attitudes,Feedback (Response),Rural Development,Statistical Analysis,Economic Development

The Rural Entrepreneurship Teaching Unit (RETU) is designed to acquaint university retailing and hospitality majors with rural entrepreneurship opportunities. The unit is an outcome of a federal grant focused on the contribution of the local retail sector to rural community resilience. The RETU integrates knowledge regarding rural development, market analysis, entrepreneurship, and marketing in an interactive outreach project. The RETU, which includes three modules, focuses on introducing Millennial learners to rural issues. It pairs student teams with rural community entrepreneurs and business leaders to apply business and community resiliency concepts to local business sector issues. Learning teams then use results of a focused research activity to develop competitive strategies to enhance the local business sector in the community. The unit was piloted at two Midwestern universities during the spring 2011 semester. Learners (n = 40) strongly agreed that participation increased understanding of issues facing rural entrepreneurs and appreciation for positive and negative aspects of owning a small business in a rural community. Community participants (n = 10) expressed satisfaction with newfound knowledge about Millennials' lifestyle and shopping preferences, ideas from students' business enhancement projects, and the opportunity to contribute to learners' educational goals.
Promoting Multicultural Competence in Master's Students and Improving Teaching Using Action Research
Author: Gentry, Debra S.
Date: 2012-07-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Competence,Graduate Students,Masters Programs,Teacher Improvement,Action Research,Student Diversity,Cultural Pluralism,Skill Development,Case Studies,Educational Practices,World Views,Reflective Teaching,Writing Assignments,Knowledge Level

The ability to work effectively with diverse student populations is increasingly important for student affairs practitioners as college campuses become more diverse in their student populations. A three part conceptual framework for developing multicultural competence was used to design a master's level course on multiculturalism and diversity. This framework includes developing awareness, knowledge, and skills in order to become competent in working with diverse populations. An action research design within a case study method was used to improve teaching and learning in this masters level course. Findings indicate growth in the instructor's own classroom practice and growth in students own awareness of their assumptions and worldviews, development of a knowledge base about diverse populations, and minimal growth in skill attainment for working with diverse student populations. Findings also suggest that action research is a very effective means for reflecting upon, and improving, teaching practice as well as reflecting upon students' own learning.
Is There a Problem?
Author: Triplett, Kimberly
Date: 2012-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Strategies,Preservice Teachers,Undergraduate Students,Student Teacher Attitudes,Misconceptions,Mathematics Instruction,Block Scheduling,Discussion (Teaching Technique),Role Playing,Problem Solving,Mathematics Activities,Educational Games

This is a narrative article, highlighting effective teaching strategies for teacher candidates at a four-year university in the South. The author examined preconceived negative notions teacher candidates expressed about being enrolled in a Math Block class and having to teach children about mathematics. After involving the teacher candidates in a hands-on series of classroom discussions and role playing related to problem-solving strategies, teacher candidates became excited about not only facilitating children's exploration of problem-solving strategies but how much they thoroughly enjoyed themselves, engaging in hands-on lessons compared to rote and memorization skills they had experienced as children.
Examining the Internal Structure of the Test of English-for-Teaching (&quot;TEFT&quot;™). Research Report. ETS RR-15-16
Author: Gu, Lin
Date: 2015-06-00
Type: Journal Articles
Subjects: Item Analysis,Test Items,English (Second Language),Second Language Instruction,English Teachers,Language Tests,Factor Analysis,Test Validity,Test Reliability,Multitrait Multimethod Techniques,Models,Reading Tests,Writing Tests,Listening Comprehension Tests,Speech Tests,Teacher Education Programs,Professional Development,Middle School Teachers,Primary Education,Foreign Countries,Teacher Competency Testing

ELTeach is an online professional development program developed by Educational Testing Service (ETS) in collaboration with National Geographic Learning. The ELTeach program consists of two courses: English-for-Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score report and certificate for teachers of English as a foreign language (EFL).The Test of English-for-Teaching (&quot;TEFT&quot;™), the assessment component of the English-for-Teaching course, measures EFL teachers' command of English for teaching English in classroom settings, as presented in the course. In this study, we examined the internal structure of the TEFT assessment. Results of the analyses demonstrated the role of both skill and content in representing the test's internal structure. The final parcel model had a higher-order general factor and four first-order factors corresponding to reading, writing, listening, and speaking. The findings support the current score reporting practice, that is, to report a total scaled score along with score information on language skills and on language use in specific content areas.
A Multidisciplinary Team-Teaching Approach to Sustainable Business Education
Author: Izberk-Bilgin, Elif
Date: 2012-07-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Teaching,Sustainability,Business Administration Education,Undergraduate Students,Models,Holistic Approach,Administrator Education,Curriculum Design,Enrollment,Course Content,Student Educational Objectives,Student Projects,Tests,Grading,Learning Modules,Social Systems,Marketing,Technology,Energy,Management Information Systems,Student Surveys,Educational Benefits,Outcomes of Education,Educational Improvement,Student Behavior

Sustainability has been identified as one of the most pressing challenges for business and society. However, research shows that sustainability topics are still not given sufficient attention in higher education, particularly in the undergraduate business curriculum. This paper offers a template for an interdisciplinary, team-taught undergraduate sustainability course for a holistic understanding of sustainability issues in management education.