ethanporcaro/eric-fulltext-meta huggingface dataset:
Interdisciplinary Training: Preparing Counselors for Collaborative Practice
Author: Okech, Jane E. Atieno
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Counselor Training,Team Training,Counseling Techniques,Program Development,Training Methods,Barriers,College Programs,Graduate Students,College Faculty,Social Work,Nursing,Internal Medicine,Family Practice (Medicine)

This article utilizes one counselor education program's experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores the role discipline-specific orientations play in the outcome of interdisciplinary training programs. Using practical examples grounded by the program's experiences and literature on interdisciplinary training, understanding of the dynamics of interdisciplinary training programs is explored. Implications for preparing counselors for interdisciplinary work and future research are provided.
A Bystander Bullying Psychoeducation Program with Middle School Students: A Preliminary Report
Author: Midgett, Aida
Date: 2015-00-00
Type: Journal Articles
Subjects: Bullying,Psychoeducational Methods,Middle School Students,Peer Counseling,Advocacy,Pretests Posttests,Intervention,Prevention,Counselor Role,Program Effectiveness,Self Esteem,Role Playing

This study evaluated the effectiveness of a brief, stand-alone bystander bullying psychoeducation program for middle school students. The purpose of the program was to train students to take action as peer advocates. Pre- and post-tests indicated that after completing the 90-minute psychoeducation program, students reported an increase in their ability to identify what different types of bullying look like, knowledge of bystander intervention strategies, and general confidence intervening as peer advocates. Implications for school counselors are discussed, including (1) taking a leadership role in program implementation, (2) having access to a brief, cost-effective bystander training intervention, and (3) applying the ASCA model to a bullying intervention. Directions for further research are discussed.
Development and Factor Analysis of the Protective Factors Index: A Report Card Section Related to the Work of School Counselors
Author: Bass, Gwen
Date: 2015-00-00
Type: Journal Articles
Subjects: Factor Analysis,School Counselors,School Counseling,Behavior Rating Scales,Test Construction,Psychometrics,Models,Student Behavior,Elementary School Students,Report Cards,Social Development,Emotional Development

The scale development and exploratory and confirmatory factor analyses of the Protective Factor Index (PFI) is described. The PFI is a 13-item component of elementary students' report cards that replaces typical items associated with student behavior. The PFI is based on the Construct-Based Approach (CBA) to school counseling, which proposes that primary and secondary prevention activities of school counseling programs should focus on socio-emotional, development-related psychological constructs that are associated with students' academic achievement and well-being, that have been demonstrated to be malleable, and that are within the range of expertise of school counselors. Teachers use the PFI to rate students' skills in four construct-based domains that are predictive of school success. School counselors use teachers' ratings to monitor student development and plan data-driven interventions.
Counseling in New Orleans 10 Years after Hurricane Katrina: A Commentary on the Aftermath, Recovery and the Future
Author: Remley, Theodore P., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Counseling Services,Natural Disasters,Mental Health Programs,Trauma,Social Change,Change Strategies,Access to Health Care,Learning Experience,Counselor Attitudes,Urban Areas

Ten years after Hurricane Katrina, the counseling profession in New Orleans has changed. The author, along with a group of counseling and other mental health professionals who were providing services at the time of the hurricane and still working in the city 10 years later, provided their impressions of counseling in New Orleans a decade after the storm. The population of New Orleans and the presenting problems of clients shifted after Hurricane Katrina. The residents have required help from counselors, supervisors, counselor educators and agency administrators in order to adapt to new challenges. The need for counselors to possess skills in trauma counseling was one of the lessons learned from the disaster. Agency administrators also advised using caution after a disaster when considering funding offers and research study proposals. While it may be impossible to prepare thoroughly for each unique disaster, Hurricane Katrina taught counseling professionals in New Orleans that after a disaster, flexibility and creativity are required to survive.
Advancing the Quality and Equity of Education for Latino Students: A White Paper. Research Report. ETS RR-12-01
Author: Young, John W.
Date: 2012-01-00
Type: Journal Articles
Subjects: Hispanic American Students,Elementary Secondary Education,Educational Quality,Equal Education,Postsecondary Education,Academic Achievement,Student Adjustment,Elementary School Students,Middle School Students,High School Students,Two Year College Students,College Students,English Language Learners,Planning,Student Needs,Student Characteristics,Dropouts,Exit Examinations,High School Equivalency Programs,College Readiness

This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century. [Additional assistance in the writing of this report was provided by Rachel Adler, Ian Blood, Jeremy Burrus, Nicole DiCrecchio, Diane Elliott, and Susanne Miller.]
Evaluation of the &quot;e-rater&quot;® Scoring Engine for the &quot;GRE&quot;® Issue and Argument Prompts. Research Report. ETS RR-12-02
Author: Ramineni, Chaitanya
Date: 2012-02-00
Type: Journal Articles
Subjects: Scoring,Test Scoring Machines,Automation,Models,College Entrance Examinations,Writing Exercises,Task Analysis,Data,Persuasive Discourse,Scoring Formulas,Essays,Pretesting,Interrater Reliability,Evaluation Methods,Weighted Scores,Correlation,Standardized Tests,Demography,Program Validation,Evaluation Research,Graduate Study

Automated scoring models for the &quot;e-rater&quot;® scoring engine were built and evaluated for the &quot;GRE&quot;® argument and issue-writing tasks. Prompt-specific, generic, and generic with prompt-specific intercept scoring models were built and evaluation statistics such as weighted kappas, Pearson correlations, standardized difference in mean scores, and correlations with external measures were examined to evaluate the e-rater model performance against human scores. Performance was also evaluated across different demographic subgroups. Additional analyses were performed to establish appropriate agreement thresholds between human and e-rater scores for unusual essays and the impact of using e-rater on operational scores. The generic e-rater scoring model with operational prompt-specific intercept for the issue-writing task and prompt-specific e-rater scoring model for the argument writing task were recommended for operational use. The two automated scoring models were implemented to produce check scores at a discrepancy threshold of 0.5 with human scores.
Effective Practices for Developing Literacy Skills of English Language Learners in the English Language. Research Report. ETS RR-12-03
Author: Turkan, Sultan
Date: 2012-02-00
Type: Journal Articles
Subjects: English Language Learners,Literacy Education,Language Arts,Teaching Methods,Instructional Effectiveness,Literature Reviews,Pedagogical Content Knowledge,Linguistics,Second Language Instruction,Native Language,Vocabulary Development,Metacognition,Reading Skills,Active Learning,Reading Instruction,Writing Instruction,Cooperative Learning

This paper is a review of literature presenting instructional strategies--based on normative as well as empirical arguments--which have proven to be effective in envisioning what &quot;all&quot; teachers need to know and be able to do to teach English language arts (ELA) to English language learners (ELLs). The studies selected for review address what is particular to teaching ELA to ELLs. The paper is divided into two main sections: (a) teachers' linguistic practices and (b) teachers' pedagogical practices. In the first section, we report on the studies that analyze teachers' understanding of linguistics and present implications for their instruction of ELLs. Three areas of effective practice are emphasized based on the particular aspects of teaching ELA to ELLs. The first area is that teachers should recognize that literacy skills in ELLs' native languages might influence the ways in which ELLs process linguistic information in English. The second area highlights the argument that teachers should find ways to facilitate ELLs' mastery of academic vocabulary. The third area covers the significance of enhancing ELLs' metacognitive reading skills. In the second section, on teacher pedagogical practices, we discuss two broad pedagogical skills that emerge from both the normative and empirical studies reviewed and are closely related: (a) the teachers' ability to help ELLs construct meaning from the texts or speech represented in the ELA classroom and (b) the teachers' ability to engage ELLs in actively learning to read and write. The paper ends with a summary and a brief reflective statement on the limitations of the review of the literature.
Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth. Research Report. ETS RR-12-04. ETS R&amp;D Scientific and Policy Contributions Series. ETS SPC-12-01
Author: Rock, Donald A.
Date: 2012-03-00
Type: Journal Articles
Subjects: Models,Educational Change,Longitudinal Studies,Educational Development,Educational Assessment,Educational History,Educational Innovation,Educational Trends,Statistics,Professional Associations,Test Construction,Psychometrics,Adaptive Testing,Criterion Referenced Tests,Achievement Gains,Scores,Item Response Theory,Educational Testing,Bayesian Statistics,Testing Programs,Scoring,Correlation,Probability,Mathematics,Educational Policy,Educational Research,Children,Surveys

This paper provides a history of ETS's role in developing assessment instruments and psychometric procedures for measuring change in large-scale national assessments funded by the Longitudinal Studies branch of the National Center for Education Statistics. It documents the innovations developed during more than 30 years of working with longitudinal studies based on national samples. In addition to describing these innovations, it provides their rationale and presents some empirical results in their support.
Understanding the Impact of Special Preparation for Admissions Tests. ETS R&amp;D Scientific and Policy Contributions Series. ETS SPC-12-02. ETS Research Report No. RR-12-05
Author: Powers, Donald E.
Date: 2012-03-00
Type: Journal Articles
Subjects: Test Preparation,College Entrance Examinations,Coaching (Performance),Scores,Test Wiseness,Familiarity,Graduate Study,Aptitude Tests,Test Validity

Special preparation for tests has been a relatively contentious issue. The controversy has entailed (a) disagreement over the effectiveness of such preparation, (b) concern over unequal access to it, and (c) worries about its impact on the validity of test scores. This paper provides a brief history of ETS's involvement with, and contribution to, sorting out the issues associated with test preparation.
Evaluation of the &quot;e-rater&quot;® Scoring Engine for the &quot;TOEFL&quot;® Independent and Integrated Prompts. Research Report. ETS RR-12-06
Author: Ramineni, Chaitanya
Date: 2012-03-00
Type: Journal Articles
Subjects: Scoring,Prompting,Evaluators,Computer Software,Computer Assisted Testing,Language Tests,Second Language Learning,English (Second Language),Writing Tests,Writing Evaluation,Correlation,Statistical Analysis,Essays,Second Languages,Native Language,Evaluation Criteria,Evaluation Methods

Scoring models for the &quot;e-rater&quot;® system were built and evaluated for the &quot;TOEFL&quot;® exam's independent and integrated writing prompts. Prompt-specific and generic scoring models were built, and evaluation statistics, such as weighted kappas, Pearson correlations, standardized differences in mean scores, and correlations with external measures, were examined to evaluate the e-rater model performance against human scores. Performance was also evaluated across different demographic subgroups. Additional analyses were performed to establish appropriate agreement thresholds between human and e-rater scores for unusual essays and the impact of using e-rater on operational scores. Generic e-rater scoring models were recommended for operational use for both independent and integrated writing tasks. The two automated scoring models were recommended for operational use to produce contributory scores within a discrepancy threshold of 1.5 and 1.0 with a human score for independent and integrated prompts respectively.
Evaluating Academic Progress without a Vertical Scale. Research Report. ETS RR-12-07
Author: Yen, Wendy M.
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scaling,Item Response Theory,Test Interpretation,Scores,Educational Assessment,Academic Achievement,Least Squares Statistics,Regression (Statistics),Hierarchical Linear Modeling,Elementary Secondary Education,Correlation,Student Evaluation,Longitudinal Studies,Progress Monitoring,Evaluation Methods,Semitic Languages,English,Comparative Analysis,Grade 6,Grade 8,Sample Size

Alternatives to vertical scales are compared for measuring longitudinal academic growth and for producing school-level growth measures. The alternatives examined were empirical cross-grade regression, ordinary least squares and logistic regression, and multilevel models. The student data used for the comparisons were Arabic Grades 4 to 10 in Qatar, and results were examined in the scale score and performance level metrics. It is found that vertical scales and cross-grade regressions can show different results at the individual student level, but at the school level, the different measures of growth were strongly correlated, particularly in the scale score metric. Differences between the methods appear more likely in the performance level metric than the scale score metric and for grade pairs with more extreme performance.
A Review of ETS Differential Item Functioning Assessment Procedures: Flagging Rules, Minimum Sample Size Requirements, and Criterion Refinement. Research Report. ETS RR-12-08
Author: Zwick, Rebecca
Date: 2012-05-00
Type: Journal Articles
Subjects: Test Bias,Sample Size,Bayesian Statistics,Evaluation Methods,Educational Testing,Statistical Analysis,Equations (Mathematics),Item Analysis,Simulation,Error of Measurement,Test Validity

Differential item functioning (DIF) analysis is a key component in the evaluation of the fairness and validity of educational tests. The goal of this project was to review the status of ETS DIF analysis procedures, focusing on three aspects: (a) the nature and stringency of the statistical rules used to flag items, (b) the minimum sample size requirements that are currently in place for DIF analysis, and (c) the efficacy of criterion refinement. The main findings of the review are as follows: (1) The ETS C rule often displays low DIF detection rates even when samples are large, (2) With improved flagging rules in place, minimum sample size requirements could probably be relaxed. In addition, updated rules for combining data across administrations could allow DIF analyses to be performed in a broader range of situations, (3) Refinement of the matching criterion improves detection rates when DIF is primarily in one direction but can depress detection rates when DIF is balanced. If nothing is known about the likely pattern of DIF, refinement is advisable. Each of these findings is discussed in detail, focusing on the case of dichotomous items.
Examining the Impact of Drifted Polytomous Anchor Items on Test Characteristic Curve (TCC) Linking and IRT True Score Equating. Research Report. ETS RR-12-09
Author: Li, Yanmei
Date: 2012-05-00
Type: Journal Articles
Subjects: Scores,Item Response Theory,Equated Scores,Simulation,Accuracy,Holistic Approach,Weighted Scores,Statistical Analysis,Test Items

In a common-item (anchor) equating design, the common items should be evaluated for item parameter drift. Drifted items are often removed. For a test that contains mostly dichotomous items and only a small number of polytomous items, removing some drifted polytomous anchor items may result in anchor sets that no longer resemble mini-versions of the new and old test forms. In this study, the impact of drifted polytomous anchor items on the test characteristic curve (TCC) linking and item response theory (IRT) true score equating for a test containing only a small number of polytomous items was investigated. Simulated tests were constructed to mimic a real large-scale test. The magnitude of the item parameter drift, anchor length, number of drifted polytomous items in the anchor set, and the ability distributions of the groups taking the old form and new form were manipulated. Results suggest that anchor length and number of drifted polytomous items had a relatively large impact on the linking and equating results. The accuracy of linking and equating results were affected by the magnitude of item parameter drift. The ability distributions of the groups had little effect on the linking and equating results. In general, excluding drifted polytomous anchor items resulted in an improvement in equating results.
Assessing Quality in the Teaching of Content to English Language Learners. Research Report. ETS RR-12-10
Author: Turkan, Sultan
Date: 2012-06-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Instruction,English (Second Language),Literature Reviews,Teacher Certification,Knowledge Level,National Surveys,Teachers,Teacher Educators,Knowledge Base for Teaching,Standards,Pedagogical Content Knowledge,Teaching Skills,Metalinguistics,Language Proficiency,Language Teachers,Elementary Secondary Education

This paper offers a chain of evidence collected to identify and verify the domain of teacher knowledge and skills required to teach ELLs content effectively in mathematics, science, reading/English language arts, and social studies. We initially assessed this domain through a review of literature and state standards for nonspecialized teacher certification. We developed a set of 67 evidence statements in 2 categories: pedagogical knowledge and linguistic knowledge. We conducted a national survey of practitioners and teacher educators to validate these statements, receiving 269 responses. A panel of 14 teacher educators and teachers further validated the statements by reaching consensus that the statements support the claims of the assessment under development. We found that the domain of knowledge necessary to teach ELLs in the content areas is insufficiently defined in the standards and literature. However, we identified that across the content areas, teachers should have knowledge and understanding of the register of the particular discipline. Beyond merely understanding the linguistic demands of a given discipline, teachers should also be able to raise ELLs' metalinguistic awareness of effective oral and written communication in the language of the content area. Also, teachers' use of multimodal instructional materials was deemed commonly essential in assessing teacher knowledge. Finally, we acknowledge that the chain of evidence collected in this line of research is a small step taken forward to understanding what should be assessed and how. With that, we offer future directions for research.
Why the Major Field Test in Business Does Not Report Subscores: Reliability and Construct Validity Evidence. Research Report. ETS RR-12-11
Author: Ling, Guangming
Date: 2012-06-00
Type: Journal Articles
Subjects: Factor Analysis,Construct Validity,Structural Equation Models,Correlation,Scores,Comparative Analysis,Causal Models,Test Reliability,Statistical Analysis,Achievement Tests,Business Administration Education,College Outcomes Assessment,Regression (Statistics)

To assess the value of individual students' subscores on the Major Field Test in Business (MFT Business), I examined the test's internal structure with factor analysis and structural equation model methods, and analyzed the subscore reliabilities using the augmented scores method. Analyses of the internal structure suggested that the MFT Business measures a unidimensional construct, which does not support reporting individual students' subscores. Augmented score analyses revealed that the observed total score could approximate the true subscore more accurately than the observed subscores, which do not support reporting individuals' subscores either. The results from these two approaches provided consistent evidence in support of the current practice of not reporting individuals' subscores on the MFT Business. The relationship between the two approaches is discussed, followed by a recommendation of an alternate method for future research.
Does Preequating Work? An Investigation into a Preequated Testlet-Based College Placement Exam Using Postadministration Data. Research Report. ETS RR-12-12
Author: Gao, Rui
Date: 2012-07-00
Type: Journal Articles
Subjects: College Entrance Examinations,Student Placement,Item Response Theory,True Scores,Equated Scores,Intellectual Disciplines,Literature Appreciation,United States Government (Course),College Mathematics,Algebra,Differences,Evaluation Criteria,Classification,Raw Scores,Scaling,Graduate Study

In this study, we investigated whether preequating results agree with equating results that are based on observed operational data (postequating) for a college placement program. Specifically, we examined the degree to which item response theory (IRT) true score preequating results agreed with those from IRT true score postequating and from observed score equating. Three academic subjects were examined in this study: analyzing and interpreting literature, American government, and college algebra. The findings suggested that differences between equating results from IRT true score preequating and postequating varied from subject to subject. In general, IRT true score postequating agreed with IRT true score preequating for most of the forms for a test subject. Any difference among the equating results can be attributed to the way through which items were pretested, contextual/order effects, or the violation of IRT assumptions.