ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Achievement Test Development Process in the Educational Studies
Author: Sahin, Melek Gülsah
Date: 2023-01-00
Type: Journal Articles
Subjects: Achievement Tests,Test Construction,Records (Forms),Mathematics Achievement,Research Reports,Test Items,Item Response Theory,Scoring Rubrics,Test Reliability,Testing,Item Analysis,Mathematics Tests,Periodicals,Turkish,Citations (References),Foreign Countries,Journal Articles

Literature review shows that the development process of an achievement test is mainly investigated in dissertations. Moreover, preparing a form that will shed light on developing an achievement test is expected to guide those who will administer the test. In this line, the current study aims to create an &quot;Achievement Test Development Process Control Form&quot; and investigate the achievement tests for Maths based on this form. Document analysis was conducted within the framework of qualitative research and was done based on descriptive analysis. Within the scope of the research, 1683 articles published in designated journals between 2015-2020 were reviewed. It was determined that a mathematics achievement test was developed in 39 of these articles, which were coded on the control form. The articles that were included in the scope of the current study were investigated in terms of the type of items used in the tests, the theory or practice on which the test was developed, the use of rubric for open-ended items, the number of items in the pilot and final form, features of the test form as well as those pertaining to the table of specifications, the features of item pool, the evaluation of pilot testing, the evaluation of real study, test validity and reliability, and the setting in which tests were administered. The current study findings show that mostly an item pool was not prepared, the pilot application was not conducted or was not specified, and even if it was conducted, item analysis was not performed, test forms or example items were not included in the articles, and there were some deficiencies regarding validity. On the other hand, it was clear that the articles mostly specified the test goal and reported the reliability coefficient. In light of the current findings, some suggestions are provided for test developers and those who will administer these tests.
Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in ESL Context
Author: Estremera, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Oral Language,Written Language,English (Second Language),Second Language Instruction,Communication Skills,Interpersonal Communication,Communicative Competence (Languages),Language Teachers,Language of Instruction,Foreign Countries,Grade 6

Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence ('Mam the villain in the story is &quot;masama&quot;, because uhmmm…. She done bad thing to the main character'). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.
Changing Needs of Special Education Preservice Teachers in the Professional Experience
Author: Gidalevich, Stella
Date: 2022-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Foreign Countries,Student Needs,Special Education Teachers,Field Experience Programs,Special Education

Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational program, reflecting different settings and phases of the professional experience. SDT was found to be useful framework to interpret the findings. Implications for designing teacher education programs are discussed.
Mathematical Modelling in Upper Primary School: Finding Relevance and Value for Others outside School
Author: Haara, Frode Olav
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Models,Entrepreneurship,Mathematics Instruction,Knowledge Level,Best Practices,Elementary School Mathematics,Relevance (Education),Preservice Teachers,Teacher Education Programs,Foreign Countries,Data Collection,Grade 5,Grade 6,Grade 7

This article reports on how a pedagogical entrepreneurship approach combined with fundamental elements of mathematical modelling may be used to strengthen students' development of mathematical literacy in upper primary school. This is done first through a review of the relationship between pedagogical entrepreneurship in mathematics, mathematical modelling, and mathematical literacy, and then through presentation of a best practice example where the pedagogical entrepreneurship approach and mathematical modelling have been the foundation for an assignment given to teacher education students. An action-research perspective influenced by self-study methodology has been used in identification and presentation of the best-practice example. The example shows that through emphasis on mathematical modelling and a scientific approach based on pedagogical entrepreneurship, we may have expectations towards increase of upper primary school students' development of mathematical literacy. In conclusion, key elements in pedagogical entrepreneurship like authenticity, relevance, and value for others enrich the mathematical modelling process, and provide valuable stepping-stones for the upper primary school students' development of mathematical literacy.
Foreign Language Teachers&apos; Knowledge Base and the Influence of Teaching Experience
Author: Marianna, Lorincz
Date: 2022-04-00
Type: Journal Articles
Subjects: Language Teachers,Teaching Experience,Teacher Attitudes,Knowledge Level,Pedagogical Content Knowledge,Foreign Countries,Preservice Teacher Education,Professional Development

The present paper elucidated the issue of foreign language teachers' knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers' views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study's findings lend empirical evidence to the influence of experience on teachers' cognitions and yield additional insight into the way language teachers gain their insider knowledge.
Parents&apos; Influence on Children Mathematical Activity during Lockdown
Author: Maffia, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Role,COVID-19,Pandemics,School Closing,Homework,Elementary School Students,Mathematics Instruction,Learning Activities,Computer Uses in Education,Video Technology

Parents can play a key role in their children's homework activities; this has been particularly true during the home-schooling caused by the pandemic. However, how parents affect students' mathematical activity is scarcely researched, in particular in the case of primary school students. Within the framework of activity theory, in this contribution two case studies are compared and contrasted to investigate how parents can influence the different aspects of their child's mathematical activity at home. Findings show that parents may play a role in many homework activities, including interpretation of the tasks. In particular, parents can influence the division of labor and the rules, in particular the normative aspects about the solution to be given that is the outcome of the homework activity.
Expectations of Students from Classroom Rules: A Scenario Based Bayesian Network Analysis
Author: Demir, Ibrahim
Date: 2023-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Bayesian Statistics,Compliance (Psychology),Secondary School Students,Likert Scales,Student Attitudes,Reinforcement,Preferences,Student Behavior,Classroom Environment,Expectation,Inclusion,Foreign Countries

Classroom rules are a fundamental aspect of classroom management and ensuring compliance with established rules is crucial. Previous research has shown that students often pay little attention to the development of classroom rules. This quantitative study aims to investigate the expectations that students have concerning classroom rules. To this end, a 4-point Likert scale questionnaire consisting of 30 items was administered to 356 secondary school students. The Bayesian Search method and expert opinion were used to obtain a Bayesian Network model. The findings of the study indicate that students expect rules to be determined at the beginning of the academic year, wish to be involved in the determination process, and prefer minimal changes to the rules. They also expect a limited number of rules and reinforcement from teachers for displaying desirable behavior. Additionally, the study found that students are more likely to adhere to classroom rules in a clean and uncrowded environment, and prefer that their parents are not informed about these rules. The results also suggest that increased adherence to classroom rules leads to increased class inclusion, while decreased adherence results in decreased class inclusion. Furthermore, the study found that adoption of classroom rules leads to increased in-class cohesion, while non-adoption results in decreased cohesion. These findings contribute to the existing body of knowledge concerning student expectations of classroom rules.
Perceived Effectiveness of Academic Leadership Development Training: The Contribution of Motivational Factors and Peer Interaction
Author: Dinh, Ngoc Bich Khuyen
Date: 2022-09-00
Type: Journal Articles
Subjects: Leadership Training,Peer Relationship,Interaction,Motivation,Program Effectiveness,College Administration,Foreign Countries,Individual Development,Networks

Due to the radical changes and complexities within academic institutions, leadership development addressed to academic leaders in the digital age has become more critical. In the available literature, the outcome assessment of leadership development and its related factors have not been evaluated rigorously. The current study investigated the contribution of peer interaction and two subscales of motivation to the effectiveness of the leadership development programs perceived by training participants in a diverse context. Of 101 participants, the majority of training workshop attendees were junior and middle-level leaders from both European universities and Chinese universities who participated in the leadership development programs organized under an EU project. PLS-SEM was exploited to validate the measurement model and test the hypotheses. The results showed that self-growth and peer interaction significantly contribute to perceived effectiveness, whereas networking motivator shows nonsignificant impact. The findings also illustrated that the two motivation patterns have significant effects on interaction quality. The mediating role of peer interaction on the relationships between the two motivational factors and perceived effectiveness, respectively, were not found in the current study. The findings contributed to identifying the role of different contributors to the effectiveness of the leadership development program in HE contexts and the potential of such a program to enhance knowledge and capacities of academic leaders regarding university governance and leadership.
The Paradoxes of Developing European Transnational Campuses in China and Egypt
Author: de Matos, João Amaro
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Development,International Education,State Universities,Cross Cultural Studies,Multicampus Colleges,Human Capital,International Relations,Comparative Education,Educational Objectives,International Cooperation,Educational Cooperation,Higher Education,Educational Policy,Foreign Countries,Economic Development,Educational Change,Barriers

Through the lens of paradox theory, we present and discuss the cases of two different proposals for a European public university, located in Lisbon, Portugal, to develop transnational campuses, one in China and one in Egypt. We discuss the three overarching goals of the transnational campus in our cases (funding through international cooperation, projection of soft power, and the development of human capital) and compare the structure of both proposals with particular attention to the governance and pedagogical models proposed for China and the Middle East, and shed light on the different expectations that Middle Eastern and Chinese authorities hold regarding the cooperation with European institutions in the area of higher education. We conclude that the development of transnational campus can be considered a paradoxical journey and the success of which depends on how the tensions between goals are tackled and synergies obtained -- or not. This will help in designing adequate policies and strategies in order to optimize the cooperation.
The Strategic Change of Industry-Featured Universities in China in the Process of Marketization: A Case Study of China University of Geosciences
Author: Chu, Zuwang
Date: 2022-09-00
Type: Journal Articles
Subjects: Marketing,School Business Relationship,Case Studies,Foreign Countries,Strategic Planning,Social Change,Educational Change,Universities,Earth Science,Interdisciplinary Approach,Institutional Mission,Educational Development,Industry

The 1970s witnessed the deepening of marketization because of the introduction of reform and opening up in China. Profound changes were observed in the ties among Chinese industry-featured universities, government competent authorities and the market. Faced with ever-evolving environment, China University of Geosciences (CUG) managed to transform itself from a single-discipline-group geological college to a multidisciplinary university with geological disciplines as its major feature, with integrated development of multiple disciplines. Drawing on the Second Curve Theory, this research presents a case study on CUG, with the strategic change concepts, practices, accomplishment and effects in various stages of its transformative development comprehensively covered and analyzed, making an attempt at summarizing features and implications of its strategic change. Findings of this research reveal that being adept at grasping well the timing for university change, establishing clearly-defined shared vision, developing the system of school running concepts and strategic planning, stressing management on strategic process and clearly identifying roles among leaders at all level, prove to be pivotal to the strategic change of CUG. The strategic change analysis framework of university transformative development could further add insights to theoretic discoveries in this field, and experience could be provided to transformative development of Chinese universities, and even those in other countries in the world.
Reflections on Power from Feminist Counselor Educators
Author: Fickling, Melissa J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflection,Power Structure,Feminism,Counselor Educators,Faculty Development,Counselor Training,Graduate Study,Teacher Empowerment,Teacher Attitudes

The purpose of this phenomenological study was to explore how feminist-identified counselor educators understand and experience power in counselor education. Thirteen feminist women were interviewed. We utilized a loosely structured interview protocol to elicit participant experiences with the phenomenon of power in the context of counselor education. From these data, we identified an essential theme of analysis of power. Within this theme, we identified five categories: (a) definitions and descriptions of power, (b) higher education context and culture, (c) uses and misuses of power, (d) personal development around power, and (e) considerations of potential backlash. These categories and their subcategories are illustrated through narrative synthesis and participant quotations. Findings point to a pressing need for more rigorous self-reflection among counselor educators and counseling leadership, as well as greater accountability for using power ethically.
Evaluating the Impact of Solution-Focused Brief Therapy on Hope and Clinical Symptoms with Latine Clients
Author: Himmelberger, Krystle
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Therapy,Mental Health,Counseling Effectiveness,Psychological Patterns,Counselor Educators,Counselor Training,Symptoms (Individual Disorders),College Students,School Counseling,Problem Solving,Cultural Capital

We implemented a single-case research design (SCRD) with a small sample (N = 2) to assess the effectiveness of solution-focused brief therapy (SFBT) for Latine clients experiencing mental health concerns. Analysis of participants' scores on the Dispositional Hope Scale (DHS) and Outcome Questionnaire (OQ-45.2) using split-middle line of progress visual trend analysis, statistical process control charting, percentage of nonoverlapping data points procedure, percent improvement, and Tau-U yielded treatment effects indicating that SFBT may be effective for improving hope and mental health symptoms for Latine clients. Based on these findings, we discuss implications for counselor educators, counselors-in-training, and practitioners, which include integrating SFBT principles into the counselor education curriculum, teaching counselors-in-training how to use SCRDs to evaluate counseling effectiveness, and using the DHS and OQ-45.2 to measure hope and clinical symptoms.
Guidelines and Recommendations for Writing a Rigorous Quantitative Methods Section in Counseling and Related Fields
Author: Kalkbrenner, Michael T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidelines,Statistical Analysis,Research Methodology,Counseling,Data Analysis,Best Practices,Writing for Publication

Conducting and publishing rigorous empirical research based on original data is essential for advancing and sustaining high-quality counseling practice. The purpose of this article is to provide a one-stop-shop for writing a rigorous quantitative Methods section in counseling and related fields. The importance of judiciously planning, implementing, and writing quantitative research methods cannot be understated, as methodological flaws can completely undermine the integrity of the results. This article includes an overview, considerations, guidelines, best practices, and recommendations for conducting and writing quantitative research designs. The author concludes with an exemplar Methods section to provide a sample of one way to apply the guidelines for writing or evaluating quantitative research methods that are detailed in this manuscript.
School Counselors&apos; Emotional Intelligence and Comprehensive School Counseling Program Implementation: The Mediating Role of Transformational Leadership
Author: Hilts, Derron
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Emotional Intelligence,Predictor Variables,Transformational Leadership,School Counseling,Leadership Styles,Leadership Responsibility,Elementary Secondary Education,Cultural Relevance,Comprehensive Guidance

The authors examined whether school counselors' emotional intelligence predicted their comprehensive school counseling program (CSCP) implementation and whether engagement in transformational leadership practices mediated the relationship between emotional intelligence and CSCP implementation. The sample for the study consisted of 792 school counselors nationwide. The findings demonstrated the significant mediating role of transformational leadership on the relationship between emotional intelligence and CSCP implementation. Implications for the counseling profession are discussed.
Barriers to Seeking Counseling among STEM Students: The Revised Fit, Stigma, and Value Scale
Author: Kalkbrenner, Michael T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Help Seeking,Counseling,STEM Education,Mental Health,College Students,Predictor Variables,Peer Influence,Student Needs,Social Bias,Values,Screening Tests,Scores,Student Characteristics,Majors (Students)

Meeting the mental health needs of students enrolled in science, technology, engineering, and mathematics (STEM) majors is particularly challenging for professional counselors who work in college settings, as STEM students are a subgroup of college students that face unique risks for developing mental health issues. The scarcity of literature on STEM student mental health coupled with their reticence to seek counseling is concerning. An important next step in this line of research is understanding why STEM students are reticent to seek counseling. Accordingly, the present investigators validated STEM students' scores on the Revised Fit, Stigma, and Value (RFSV) Scale, a screening tool for measuring barriers to seeking counseling. Results also established the capacity of STEM students' RFSV scores to predict peer-to-peer referrals to the counseling center and revealed demographic differences in barriers to counseling. Findings have implications for enhancing professional counselors' efforts to support STEM students' mental health.