ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom
Author: Ntemngwa, Celestin
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Technology Uses in Education,Educational Technology,Middle School Students,Secondary School Science,Interdisciplinary Approach,Qualitative Research,Interviews,Observation,Grounded Theory,Comparative Analysis,Expertise,Robotics,Program Implementation,Science Curriculum,Middle School Teachers

The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school science students with a formal classroom instructional session in which science curricular were modified to include an integrated STEM activity. To this end, the authors examined and generated an account of the implementation processes including: the nature of the instruction, type of scaffolds, challenges teachers faced, the interaction among teachers, and students and teachers' perceptions of the integrated STEM instruction. Qualitative data were collected from interviews and classroom observations and then analyzed using grounded theory methods, specifically the constant comparative method. The results of study showed that teachers required support in the form of an expert technology teacher in order to accomplish a successful classroom implementation of integrated STEM with robotics. Additionally, it was found that teachers did not revise their existing science curriculum but rather selected integrated STEM activities that fit into the overall science course objectives and goals.
Geography and Citizenship Education: Migrations and Pathways of Educational Research
Author: Sarno, Emilia
Date: 2011-00-00
Type: Journal Articles
Subjects: Geography Instruction,Citizenship Education,Teaching Methods,Migration Patterns,Socioeconomic Influences,Immigration,Educational Research,Teacher Education,Action Research,College Faculty,Foreign Countries

In this paper some pathways of geographical analysis will be illustrated and discussed, seen from a didactic point of view. The geographical theme chosen is that of migration. Migratory phenomena and the problems associated with it have always been a classic theme of geography; today however, they are of a particular interest and will allow us to promote a shared ethic. In this way there is education for citizenship. Geography, as a form of knowledge which helps us in interpreting the world, is able to educate us in an understanding of the social-economic processes that occur as well as in the construction of a sense of &quot;multi-belonging.&quot; These issues must be dealt with and developed according to method of research and discovery in such a way that both emigration and immigration are focused on through an educational itinerary based upon theoretical reflection and on the spot experience. In fact, it illustrates the path of educational research carried out training courses for teachers who have been the laboratory to develop educational activities described. In this way the process of analysis will have both a valid formative educational and scientific value.
Development and Validation of the Written Communication Assessment of the &quot;HEIghten&quot;® Outcomes Assessment Suite. Research Report. ETS RR-17-53
Author: Rios, Joseph A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Writing Tests,College Outcomes Assessment,College Students,Test Items,Test Bias,Essay Tests,Scoring,Test Reliability,Psychometrics,Interrater Reliability,College Entrance Examinations,Scores,Correlation,Factor Analysis,Statistical Analysis

Proficiency with written communication (WC) is critical for success in college and careers. As a result, institutions face a growing challenge to accurately evaluate their students' writing skills to obtain data that can support demands of accreditation, accountability, or curricular improvement. Many current standardized measures, however, lack the ability to balance authenticity (i.e., requiring students to produce a sample of writing) with psychometric quality. To this end, we discuss the development of a newly developed measure, the WC assessment of the &quot;HEIghten&quot;® outcomes assessment suite, and present pilot test results based on a sample of 985 test takers from 33 higher education institutions. Overall, we found that the measure includes well-functioning items (i.e., highly discriminating and lacking gender-differential item functioning), an essay task that can be reliably scored by combining human scores with scores provided by an automated algorithm, evidence to support reporting separate selected-response and essay scores to individuals and institutions, and adequate convergent validity evidence. Such results suggest that the HEIghten WC assessment demonstrates promise in providing institutions with a time- and cost-efficient measure of WC that may allow for actionable data to drive decision-making and improve teaching and student learning.
Examining Differences in Student Writing Proficiency as a Function of Student Race and Gender
Author: Roberts, Jeff
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Skills,Racial Differences,Ethnicity,Gender Differences,College Students,Written Language,Student Evaluation,Evaluation Methods,Writing Instruction,Scoring Rubrics,Statistical Analysis,Multivariate Analysis

Written communication remains an important learning objective for colleges and universities as more and more students enter the workforce without necessary writing skills and experiences. This importance is increased for public colleges and universities within the state of Texas, as that state has adopted written communication as a core learning objective for its students. The efforts to assess student written communication at one four-year, public university in Texas are highlighted within this study. In particular, differences were examined in student writing performance based upon student race and gender. Using a one-way MANOVA it was determined that no statistically significant relationship existed between student writing performance and either gender or race. It is hoped that the assessment and analysis methodologies presented within this study may serve as models for other researchers seeking to evaluate written communication.
Measuring Assessment Climate: A Developmental Perspective
Author: Stevenson, John F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,College Outcomes Assessment,Capacity Building,Measurement,Institutional Environment,Teacher Participation,College Faculty,Department Heads,Administrator Surveys,Administrator Attitudes,Leadership,Qualitative Research,Statistical Analysis

Externally imposed assessment requirements in higher education call for documented attention to using assessment results for program improvement. Although this systematic process promises to lead to better learning outcomes it has also been challenged as ineffective and even harmful. What can make assessment truly meaningful and move beyond the accountability mandate? Our goal in the work described here has been to advance institutional capacity for a sustained, internally valued system of learning outcomes assessment. Our approach deems faculty engagement to be essential to drive the process and improve educational results. We propose a developmental perspective on assessment capacity, describe our effort to measure and promote a supportive climate for it in our own institution, and draw conclusions about what contributes the most to its advancement. Our results point to central roles for faculty peer attitudes and collaborative institutional leadership.
An Analysis of Competence Development in Portuguese Geography Textbooks
Author: Martinha, Cristiana
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,Geography Instruction,Textbooks,Textbook Evaluation,Electronic Publishing,Teaching Methods,Curriculum,Mixed Methods Research,Content Analysis,Textbook Content,Learning Activities

The objective of this paper is to present certain results of my doctoral research, concerning the application of &quot;Competence Pedagogy&quot; in the teaching of geography in Portugal, particularly an analysis of Portuguese geography textbooks in order to improve our understanding of how they incorporate, or do not incorporate, this new pedagogical approach. It presents, therefore, a theoretical introduction to these issues, a description of the research methodology based on a typology of textbook analysis from a Portuguese research project--&quot;Textbooks, E-textbooks and Students Activities&quot;. Databases constructed in &quot;FileMaker&quot; for textbook analysis are described and examined through content analysis and statistical analyses. Finally, some implications of the research results are presented. This article also seeks to stimulate the debate about pedagogic approaches in geography textbooks, to describe and evaluate the current situation in Portuguese geography textbooks, and specially to stimulate the international debate about curricula directed at competence development in geography teaching.
The Use of Comics in Experimental Instructions in a Non-Formal Chemistry Learning Context
Author: Affeldt, Fiona
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cartoons,Science Education,Chemistry,Grade 6,Student Attitudes,Inquiry,Water Quality,Semi Structured Interviews,Foreign Countries,Secondary School Science,Nonformal Education,Laboratories,Program Effectiveness,Intervention,Case Studies

Practical work is an essential component of science education. However, insufficient approaches towards practical work can limit the potential it has for promoting both students' motivation and situational interest. One suggestion to solve this problem is to use alternative forms of lab instruction which are both motivating and easy to comprehend. One potential avenue is the increased use of pictorial information instead of pure text-based approaches. This case describes the use of comics in experimental instructions in non-formal chemistry learning. Comics visualise stories, are viewed as comprehensible to students, and also allow instructors to connect scientific tasks with authentic situations taken from students' lives. This paper describes a study of 6th grade students' perceptions (age range 11-13 years) of using comic-based lab instructions in a non-formal inquiry-based laboratory learning environment which focused on the chemistry of water quality. Semi-structured interviews of pairs of students were conducted during their visits to the non-formal laboratory. These 22 interviews (44 students total) were then analysed using qualitative content analysis. Overall, very positive perceptions by the students could be identified with respect to comic-based experimental instructions. Further research on the most promising use of comics in science education is needed.
An Empirical Model of Culture of Assessment in Student Affairs
Author: Fuller, Matther B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Student Personnel Services,Factor Analysis,Program Development,Surveys,Student Personnel Workers,Administrator Attitudes,Statistical Analysis,Correlation,Organizational Culture,Self Evaluation (Groups)

Student affairs, like all arms of academe, has taken up the mantle of assessing college student learning and development in their unique programs and experiences. Yet, cultures of assessment in student affairs organizations are rarely examined empirically. This study provides results from an exploratory factor analysis of data gathered using the &quot;Student Affairs Survey of Assessment Culture.&quot; The resulting factor model explained 58% of the variance and included four factors of hypothesized cultures of assessment in student affairs: a) Clear Commitment to Assessment, b) Assessment Communication, c) Connection to Change, and d) Fear of Assessment. Internal consistency estimates (Cronbach's a) were sufficient for each factor, exceeding .78, at minimum. Discussion about new means of theorizing about cultures of assessment in student affairs and pragmatic advice on leading student affairs assessment efforts are offered.
Minimizing Bias When Assessing Student Work
Author: Steinke, Pamela
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation,Cognitive Ability,Critical Thinking,Thinking Skills,Problem Solving,Bias,Higher Education,College Students,Knowledge Level,Cognitive Development,Evaluation Methods,Coding,Persuasive Discourse

Bias is part of the human condition and becoming aware of how to avoid bias will help to ensure greater accuracy in the work of assessment. In this paper the authors discuss three different theoretical frameworks that can be applied when assessing student work for cognitive skills such as critical thinking and problem solving. Each of the frameworks highlights the importance of underlying response structure, rather than specific perspective expressed, in evaluating the quality of the response. The authors provide examples of how focusing on the structure of the response within each framework will help those assessing student work to minimize bias in their scoring and discuss how recent developments in higher education necessitate more work in this area.
Future Prospects for Geographical Education in Slovenia
Author: Resnic Planinc, Tatjana
Date: 2011-00-00
Type: Journal Articles
Subjects: Geography Instruction,Foreign Countries,Futures (of Society),Workplace Learning,Lifelong Learning,Comparative Education,Curriculum Development,Teacher Competencies,Preservice Teachers,Elementary Secondary Education,Teacher Role,Pedagogical Content Knowledge,Teacher Education Programs,Faculty Development

This paper deals with future prospects for geographical education in Slovenia, with special emphasis on the development and aims of the didactics of geography. The author discusses the past development of geographical curricula and of competencies of geography teachers, and the education of future teachers of the subject in Slovenia. Her ideas are based on the nature, purpose and context of geographical education, with an emphasis on lifelong learning, internationally comparable education and work-based learning, due to their relevance for a rapidly changing world of new opportunities.
Geography in Italian Schools (An Example of a Cross-Curricular Project Using Geospatial Technologies for a Practical Contribution to Educators)
Author: De Vecchis, Gino
Date: 2011-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,High School Students,Role,Foreign Countries,Guidelines,Program Descriptions,Geographic Information Systems,Learner Engagement,Biodiversity,Parks,History,Computer Simulation,Maps,Program Development,Interdisciplinary Approach,Action Research

During the last few years the Italian school system has seen significant changes but geography continues to be considered a boring and un-useful discipline by public institutions. The main problem is the widespread geographic illiteracy and the fact that very often people do not know the objectives, methodology and tools of geographical studies. In this paper, we provide a framework of the recent modifications concerning geography, recalling the appeal promoted some months ago by the Associazione Italiana Insegnanti di Geografia (AIIG) to avoid a further weakening of the role of geography in senior high schools. We then underline the importance of geography in cross-curricular projects and focus attention on the &quot;Valorinvilla&quot; project in order to make a concrete example of an approach which arouses enthusiasm in the students, fulfils interesting purposes and facilitates dialogue with other disciplines. Specifically, the &quot;Valorinvilla&quot; project has been created by AIIG for schools of every level and type present in Rome in order to safeguard and enhance the Villa Ada Park, important for its biodiversity and significant historical features. Finally, we show how geospatial technologies, above all virtual globes and world maps, can provide added value both during the preparation phase and during the planning and operational phase of educational projects, generally, and of &quot;Valorinvilla&quot; project, particularly. The main aim is to furnish guidelines and a practical contribution to educators and to make geographical research useful, dynamic and pleasant.
The Representation of Europe in Maps with Reference to Catling&apos;s Theory of Children&apos;s Worlds: Issues for Geographical Education
Author: Halocha, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Maps,Geography Instruction,Concept Formation,Web Sites,Foreign Countries,Elementary School Students,Information Sources,Imagination,Spatial Ability,Futures (of Society),Geography

This paper discusses some of the complex issues involved in how Europe is represented in a range of map formats. The reader is encouraged to consider these issues by accessing recommended websites in order to analyse how Europe is represented through their published contents. Simon Catling's theoretical work on children's worlds is then used to discuss the implications of European maps and how they may influence children's geographical knowledge and understanding of their world. By bringing these two ideas together it may be possible to further inform how the concepts of Europe and children's' sense of place may improve geographical education.
EPCAL: ETS Platform for Collaborative Assessment and Learning. Research Report. ETS RR-17-49
Author: Hao, Jiangang
Date: 2017-12-00
Type: Journal Articles
Subjects: Computer Software,Educational Technology,Technology Uses in Education,Cooperation,Cooperative Learning,Evaluation Methods,Computer Mediated Communication

Most existing software tools for online collaboration are designed to support the collaboration itself instead of the study of collaboration with a systematic team and task management system. In this report, we identify six important features for a platform to facilitate the study of online collaboration. We then introduce the Educational Testing Service Platform for Collaborative Assessment and Learning (EPCAL), which was developed to encompass these features to enable both large-scale online collaboration itself and the research on these collaborations. The collaboration management features of the EPCAL also make it an ideal tool for teachers to carry out computer-supported collaborative learning and assessment activities in classroom settings.
Approaches to Automated Scoring of Speaking for K-12 English Language Proficiency Assessments. Policy Information Report and ETS Research Report Series No. RR-17-18
Author: Evanini, Keelan
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Language Tests,English Language Learners,Elementary Secondary Education,Language Proficiency,Student Evaluation,Oral English,Scoring,Artificial Intelligence,Evidence Based Practice

This report is the fifth in a series concerning English language proficiency (ELP) assessments for English learners (ELs) in kindergarten through 12th grade in the United States. The series, produced by Educational Testing Service (ETS), is intended to provide theory and evidence-based principles and recommendations for improving next-generation ELP assessment systems, policies, and practices and to stimulate discussion on better serving K-12 EL students. The first report articulated a high-level conceptualization of next generation ELP assessment systems (Hauck, Wolf, &amp; Mislevy, 2016). The second report addressed accessibility issues in the context of ELP assessments for ELs and ELs with disabilities (Guzman-Orth, Laitusis, Thurlow, &amp; Christensen, 2016). The third report focused on critical policy and research issues of summative ELP assessments that state use for accountability purposes (Wolf, Guzman-Orth, &amp; Hauck, 2016). The fourth report dealt with one of the major uses of ELP assessments--the initial identification and classification of ELs (Lopez, Pooler, &amp; Linquanti, 2016). The present report discusses approaches to using automated scoring technology for the evaluation of student-spoken responses on K-12 ELP assessments. As many states have begun to use computer-based ELP assessments, there is a growing interest in automated scoring of spoken responses to increase the efficiency of scoring. This report delineates major areas to consider in using automated speech scoring for K-12 ELP assessments (i.e., assessment construct and task design, scoring and score reporting, and artificial intelligence (AI) model development and test delivery) and makes recommendations for states on how to evaluate these considerations and determine a path forward.
Is Singapore&apos;s School Geography Relevant to Our Changing World?
Author: Chang, Chew-Hung
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Curriculum,Educational History,Sustainable Development,Secondary Education,Course Content,Evaluation Methods,Teacher Education Programs

How school geography should be taught has been a longstanding issue for geography educators. In some countries, state or national level curriculum predicates how the subject should be taught in schools. This paper examines these questions in relation to existing frameworks of conceptualizing school geography, such as the International Charter on Geographical Education. School geography in Singapore has evolved from regional geography to thematic geography to systematic geography. A review of the curriculum in 2007 resulted in a distinct form of school geography unprecedented in Singapore's education history. Today, school geography in Singapore is learnt conceptually with national level assessment designed to that end. To what extent is this evolution in curriculum design in step with changes in our world? In response to the changes in school geography, pre-service and in-service teacher training has also responded by focusing on conceptual learning and inquiry. This paper will explore the state of school geography curricula in Singapore today, and the curriculum of teacher training, with the intent to critically discuss the state of geography education in Singapore. Although geography has remained a disciplinary subject whose place has yet been disputed, the big question of why study geography in the first place needs to be answered to ensure its continued survival. In particular, school geography will be examined for its relevance to a fast changing world. This critique ends by offering a reason to how geography plays an important role in education for sustainable development, and its relevance to Singaporeans or even any citizen of the world.