ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Comprehension Ability of Future Engineers in Thailand
Author: Hui, Kho Siaw
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Skills,Decoding (Reading),Diagnostic Tests,Test Interpretation,Scores,English (Second Language),College Freshmen,Engineering Education,Public Colleges,Undergraduate Students,Foreign Countries

Profiling students' reading comprehension ability provides essential data to educators to identify students struggling with reading. However, tertiary-level test-takers and test-givers are not always aware of the makeup and design of profiles, which creates real challenges in the use of profiling of test results to diagnose problematic areas in reading. This research hoped to unveil the English reading comprehension ability (ERCA) of first-year undergraduate engineers by employing the Thai Reading Evaluation and Decoding System (T-READS). The sample consisted of 751 first-year undergraduate engineers at a Thai public university. Researchers analysed data using descriptive statistics (i.e., TREADS results) and inferential statistics (i.e., one-way ANOVA). Data analysis led to two major findings. First, the data revealed that 74% of undergraduate engineers were at Band 3 and above, which was the minimum university requirement of ERCA. Second, statistically significant differences in the T-READS scores among four groups of performers (Above Standard, Meet Standard, Below Standard and Academic Warning) (F [3,747] = 1476.66, p = 0.00) were found. Major findings hold pedagogical implications that provide English programme planners at the tertiary level with insights into the reading comprehension difficulties faced by undergraduate engineers and the use of T-READS as a formative assessment tool that can be localized for the planning of targeted interventions.
Variability in the Accuracy of Self-Assessments among Low, Moderate, and High Performing Students in University Education
Author: León, Samuel Parra
Date: 2021-06-00
Type: Journal Articles
Subjects: Test Validity,Accuracy,Self Evaluation (Individuals),Academic Achievement,High Achievement,Low Achievement,College Students,Student Evaluation,Measures (Individuals)

The present work empirically examines the validity of Student Self-Assessment (SSA) as an educational assessment in higher education. We briefly review the principle methodological factors that could affect SSA validity, as well as the main findings identified in the literature. One empirical study is presented that compares student-self evaluations on a test with the evaluation made by the course instructor while controlling for students' experience with SSA, criteria, rubric, and scales used by the student and teacher, and that the teacher was blind. Results show a strong correlation overall between the SSA and the instructor's evaluation and show that lower-performing students tend to over-estimate their performance while higher-performing students under-estimate their performance. The results support that SSA is valid for the average student, but less so for those that deviate above and below average in the absence of measurements of potentially mediating variables. The need to consider metacognitive factors in SSA is proposed.
A Commentary on Teaching (Im)Politeness in the Second Language Classroom
Author: Skrinda, Astrida
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Cultural Influences,Interpersonal Relationship,Language Usage,Teaching Methods,Language Teachers,Interpersonal Communication,Student Needs

This paper focuses on the model of politeness developed by Brown and Levinson (1987), which has had a huge impact on the field up to the present day--it provides a universal(istic) model to capture politeness across languages and cultures. In addition, this study provides some details of the attested weaknesses of the model and highlights its merits in relation to research on second language (L2) teaching and learning and the practical needs of the L2 classroom. The aim of this paper is to enrich a dialogue between (im)politeness theorists, L2 teaching and learning researchers, and language teachers. It is argued that an eclectic approach to politeness can provide realistic guidelines for language practitioners, thus catering for the differing needs of teachers and learners in the L2 classroom.
A Bibliometric Analysis of Cohesive Speech Research of Preschoolers from 1970 to 2020
Author: La, Ly Thi Bac
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Speech Communication,Language Acquisition,Bibliometrics,Publications,Databases,Speech Language Pathology,Outcomes of Treatment,Autism,Pervasive Developmental Disorders,Theory Practice Relationship,Linguistics,Hearing (Physiology),Psychology,Medicine

Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: &quot;language development&quot;, &quot;speech pathology outcomes&quot;, &quot;speech therapy&quot;, &quot;language intervention&quot;. Among these themes, &quot;speech pathology outcomes&quot; was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments.
The Relation between Job Satisfaction and Professional Burnout in Educational Organizations
Author: Yarim, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Life Satisfaction,Quality of Working Life,Teacher Burnout,Organizational Climate,Stress Variables,Fatigue (Biology),Educational Research,Foreign Countries

Professional burnout is one of the most important problems of working life today. In this research it is aimed to follow the relation between job satisfaction and professional burnout of education workers by using meta-analysis method. In this context, examining the relation between occupational burnout and job satisfaction in educational organizations in Turkey master's theses, articles in Google Scholar by National Thesis Center with his doctoral thesis, EBSCO, ULAKBIM and Dergipark databases scanned, and the number of samples required for the meta-analysis and Pearson's correlation coefficient A metaanalysis of 41 (N = 11050) studies containing (r) value was conducted. Effect size values, publication bias, heterogeneity and significance tests results were obtained using the CMA program in the study. In the research study conducted in the random effects model, it was concluded that the p value was less than 0.05, it took a value between -0.496 - 0.385 lower and upper limits in the 95% confidence interval, and the effect size was at the level of -0.443.
Training Pre-Service Technology Teachers to Develop Schoolchildren&apos;s Technical Literacy
Author: Ivanchuk, Anatolii
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Technology Education,Pedagogical Content Knowledge,Readiness,Interdisciplinary Approach,Children,Teacher Competencies,Undergraduate Students,Motion,Power Technology,Mechanics (Physics),Technological Literacy,Foreign Countries

Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the &quot;Utility machinery&quot; course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students' readiness level to study technical phenomena was determined. At the formative stage, the students' readiness to develop children's technical literacy was measured. At the control stage, students' readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university.
Subjective Needs Analysis: A Vital Resource to Assess Language Teaching
Author: Salamanca Gonzalez, Fredy Orlando
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Needs Assessment,Second Language Instruction,Second Language Learning,English (Second Language),Private Colleges,Language Teachers,Teacher Role,Student Attitudes,Grounded Theory,Teaching Methods,Instructional Materials,Communicative Competence (Languages),Educational Improvement

The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages institute (FLI) needed to be assessed. Thus the objectives of this research were to: Apply a subjective needs analysis in a foreign languages institute of a private university in Colombia in relation to their English classes; assess teachers' current roles and performances; and determine the students' needs and wants in relation to their classes. The methodology was based on qualitative research approach and on grounded theory. To collect data three instruments were utilized: A survey, a journal and an interview. The data analysis revealed that the subjective needs analysis was centered on class methodology, materials, and students' needs and wants. In general, the findings revealed that students felt comfortable in their English classes and with the way they were taught. Also they did not think that using textbooks was useful because the virtual work implied more work. They felt the need to enhance their speaking and listening and that improvement could be done by means of more communicative activities.
Mind Mapping as a Pragmatic Solution for Evaluation: A Critical Reflection through Two Case Studies
Author: Avdagic, Elbina
Date: 2021-02-00
Type: Journal Articles
Subjects: Cognitive Mapping,Self Evaluation (Individuals),Reflection,Program Evaluation,Social Services,Evaluation Methods,Family Violence

Funders of social interventions that address complex child and family welfare concerns for highly vulnerable populations are increasingly seeking cost-effective and rapid mixed method evaluations of their services. This paper describes a mind mapping approach that was used to collect valid and reliable qualitative data from large numbers of informants across two separate evaluation projects. The mind mapping approach provided a rapid, credible solution to the need to extract and summarize views from a diverse range of informants, and to gain consensus agreement on themes arising from the data. Through the use of two case studies to illustrate the application of the technique, we explore the advantages and disadvantages of the method and reflect upon the utility of mind mapping for quality improvement evaluation within the human services.
Rasch Measurement v. Item Response Theory: Knowing When to Cross the Line
Author: Stemler, Steven E.
Date: 2021-05-00
Type: Journal Articles
Subjects: Item Response Theory,Test Theory,Ability,Computation,Test Items

When students receive the same score on a test, does that mean they know the same amount about the topic? The answer to this question is more complex than it may first appear. This paper compares classical and modern test theories in terms of how they estimate student ability. Crucial distinctions between the aims of Rasch Measurement and IRT are highlighted. By modeling a second parameter (item discrimination) and allowing item characteristic curves to cross, as IRT models do, more information is incorporated into the estimate of person ability, but the measurement scale is no longer guaranteed to have the same meaning for all test takers. We explicate the distinctions between approaches and using a simulation in R (code provided) demonstrate that IRT ability estimates for the same individual can vary substantially in ways that are heavily dependent upon the particular sample of people taking a test whereas Rasch person ability estimates are sample-free and test-free under varying conditions. These points are particularly relevant in the context of standards-based assessment and computer adaptive testing where the aim is to be able to say precisely what all individuals know and can do at each level of ability.
Reliability Generalization Analysis of the Core Self-Evaluations Scale
Author: Ock, Jisoo
Date: 2021-03-00
Type: Journal Articles
Subjects: Generalization,Self Evaluation (Individuals),Measures (Individuals),Self Esteem,Self Efficacy,Locus of Control,Psychological Patterns,Psychometrics,Test Reliability

As a multifaceted construct reflecting one's self-esteem, generalized self-efficacy, locus of control, and emotional stability, core self-evaluations (CSE) has become popular to measure in applied psychology research, especially given its conceptual importance and empirical usefulness for understanding the dispositional effects on employee attitudes and behaviors. Yet, less attention has been paid to the internal properties of its measurement, relative to its criterion-related validity evidence. Thus, we believe that it is useful and timely to report on meta-analytic evidence regarding the psychometric reliability and associated study characteristics of Core Self-Evaluations Scale (CSES; Judge et al., 2003) to inform their nature, use, and future development. Results demonstrated support for acceptable levels of coefficient alpha across measures ([mu][subscript alpha] = 0.84, [tau] = 0.05). We discuss several implications for measuring CSE in a multidimensional and generalizable manner.
The Mutual Assessment System in Teamwork: The Value of the Individual Grade
Author: Vázquez Toledo, Sandra
Date: 2021-02-00
Type: Journal Articles
Subjects: Teamwork,Student Evaluation,Cooperative Learning,College Students,Self Evaluation (Individuals),Peer Evaluation,Foreign Countries,Grades (Scholastic),Student Attitudes

Teaching-learning based on cooperative learning is grounded on a methodology that is currently one of the most widely used within formal education classrooms. Recently, special attention has begun to be paid to a fundamentally relevant aspect of the assessment of the learning of university students within their group performance: their individual grades obtained from teamwork. In addition to describing the individual grading system that is used to assess individual contributions, this study analyses the perceptions of 99 university students regarding the benefits that the system has for students' learning process. A system of evaluation based on self-assessment, co-assessment and peer-assessment was implemented in a Spanish university. The results collected using a specially designed questionnaire led to the conclusion that improvements were achieved in the teaching-learning process, in manifesting positive attitudes and in improving students' ability to learn to learn. In conclusion, students feel that they are granted greater control over their final grade and, as a result, perceive that their involvement in the task increases and their capacity for self-criticism develops.
A Dynamic Map Design for Global Awareness in Social Studies Teaching
Author: Ineç, Zekeriya Fatih
Date: 2021-08-00
Type: Journal Articles
Subjects: Social Studies,Spreadsheets,Instructional Design,Cultural Awareness,Teaching Methods,Maps,Content Analysis,Computer Software,Specialists,Feedback (Response),Action Research,Literacy,Skill Development,Mathematics Skills,Foreign Countries,Secondary School Students,Educational Technology,Student Attitudes,Outcomes of Education,World Affairs,Global Approach

In this study, the stages of creating a dynamic map in Microsoft Excel with the rapid prototyping instructional design model developed by Tripp and Bichelmeyer are explained to support and improve students' global awareness in social studies lessons in Turkey. The dynamic map was created in four general stages in the study, in which the waterfall design model was adopted. First, the needs and content analysis of the study were conducted for this aim. In the second stage, an algorithm was created in line with the determinations of the first stage, and, within this framework, the prototype of the dynamic map was designed in Microsoft Excel. In the third stage, the working status of the dynamic map was checked, the design process was completed, and the distortions on the coordinate system were eliminated. In the last stage, the dynamic map was evaluated by three experts, and the final prototype was created based on their feedback. The study was conducted using action research, the reflections of the acquisitions in the dynamic map are evaluated descriptively, and the opinions about the dynamic map are evaluated with content analysis. According to the obtained results, the dynamic map can reflect the acquisitions, concretize the content, and increase students' map literacy levels, but it also requires teacher support. In addition, the map also supports the competencies in teaching programs with mathematics and learning skills. Suggestions based on these results are also provided for educators and researchers. [This study was presented at the 3rd International Turkish World Congress of Educational and Social Sciences held in Ankara, Turkey on 10-12 November 2020.]
Empirical Drawings: Utilizing Comic Essays in the Social Studies Classroom to Teach Citizenship
Author: Letizia, Angelo
Date: 2021-08-00
Type: Journal Articles
Subjects: Social Studies,Cartoons,Citizenship Education,Teaching Methods,Secondary School Teachers,College Faculty,Political Issues,Essays,Imagery,Literary Styles,Color

This article posits that the comic medium, wedded with traditional essay assignments, may be a powerful tool for social studies teachers, those who prepare social studies teachers at the collegiate level and other teachers and professors who desire to teach about citizenship in an era of &quot;fake news&quot; and alternative facts.
Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies
Author: Lewis, Melanie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Multiple Literacies,Librarians,Instructional Leadership,School Districts,Central Office Administrators,Elementary Secondary Education,Barriers,Interprofessional Relationship

This case study was conducted to explore how school district leaders can foster the development of effective school libraries in which school librarians serve as instructional leaders of multiple literacies. Participants included district-level personnel and building-level school librarians. The district-level personnel consisted of those who held leadership roles in areas related to the school library program: teaching and learning, assessment, professional development, and instructional technology. Data were collected from multiple sources, including interviews, focus groups, documents, and observations. An exploratory method of coding was employed to organize the data into categories from which three themes emerged: ambiguous expectations, ability to fully engage with the instructional program, and relationships. Results revealed two main barriers that inhibit the development of an effective school library: (1) ambiguous administrative expectations for school librarians; and (2) school librarians' limited participation in the K-12 instructional program. Conversely, results demonstrated that positive relationships serve as significant supports for enabling school librarians to function as instructional leaders of multiple literacies.
Online Teaching and Learning between Temporary Solution and Future Necessity
Author: Mihele, Roxana
Date: 2021-08-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Online Courses,Distance Education,COVID-19,Pandemics,Web 2.0 Technologies,Technology Integration,Technological Literacy,Familiarity,Affordances,Barriers,College Freshmen,Late Adolescents,Student Motivation,Student Satisfaction,English for Special Purposes,Second Language Learning,Tourism,Geography Instruction,Test Format,Foreign Countries

The COVID-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted -- distance, online teaching, learning and assessment -- has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.