ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on Academics&apos; Assessment Literacy
Author: Lees, Rebecca
Date: 2015-12-00
Type: Journal Articles
Subjects: Mixed Methods Research,College Faculty,Semi Structured Interviews,Formative Evaluation,Summative Evaluation,Skills,Evaluation Methods,Literacy,Reflection,Feedback (Response)

This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods.The study highlights the importance of considering all stakeholders when thinking about assessment literacy.
The Taxonomy of Intervention Intensity
Author: Fuchs, Lynn S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Alignment (Education),Behavior Problems,Case Studies,Difficulty Level,Elementary School Students,Grade 5,Individualized Instruction,Intervention,Mathematics Instruction,Progress Monitoring,Response to Intervention,Special Education,Student Behavior,Taxonomy,Transfer of Training

This article describes the Taxonomy of Intervention Intensity, which articulates seven principles for evaluating and building intervention intensity based upon research. The Taxonomy's seven dimensions of intensity are strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization (see Table 1). In explaining the Taxonomy, the authors present a case study illustrating how the Taxonomy can be used to systematize the process by which special educators and related personnel (a) set up the intensive intervention process and (b) monitor the student's response and systematically improve the program to match the target student's individual needs. The goal is to increase the quality of intensive intervention, improve student outcomes, and help schools design intensive intervention programs that are clearly distinguishable from less intensive (Tier 2) intervention programs. [This article can also be accessed in ERIC as Grantee Submission ED571640.]
Developing the Foundations for Dialogic Feedback in Order to Better Understand the &quot;Learning Gap&quot; from a Pupil&apos;s Perspective
Author: Dann, Ruth
Date: 2015-12-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Numeracy,Articulation (Education),Literacy,Dialogs (Language),Learning Processes,Power Structure,Elementary School Students,Teacher Attitudes,Peer Relationship,Teaching Methods,Guidelines,Foreign Countries,Achievement Gains

This paper details a pilot study with 9-10-year olds who are not adequately progressing in their learning. The study explores pupils' own understandings and articulation of their &quot;learning gap&quot; (the gap between learning now and next) through discussions centred on their feedback and targets from teachers in both numeracy and literacy. A one-to-one dialogic approach is developed that reveals that pupils have very different articulations of their future learning than their teachers in literacy (predominantly writing) and very little notion of any future learning in numeracy. By further understanding ways in which pupils understand their &quot;learning gap&quot; this study points to ways in which teachers and pupils may use dialogic approaches to more successfully align their differing perceptions to more effectively promote learning.
Constraints and Negotiations: TFA, Accountability, and Scripted Programs in Urban Schools
Author: Kavanagh, Kara M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,Accountability,Educational Change,Teaching Conditions,Social Influences,Socialization,Educational Policy,Neoliberalism,Social Justice,Equal Education,Social Bias,At Risk Students,Preservice Teachers,Culturally Relevant Education,Curriculum,Alternative Teacher Certification,Educational Legislation,Federal Legislation,Literacy Education,Case Studies,Attitude Measures,Semi Structured Interviews,Observation,Documentation,High Stakes Tests,Standardized Tests

As the educational community continues to consider the impact of the proliferation of accountability-aimed reform on students, schools, and communities, the consequences of said reforms on teachers must be included. Results of this study indicate that even distant, broad educational policies manifest in specific and profound ways in teachers' daily, lived experiences, shaping novice teachers' identity, beliefs, and efficacy. The purpose of this paper is to critically examine the perspectives of 38 Teach for America Corps Members (CMs) to situate how the educational reform climate socializes and oppresses teachers from all layers of influence, resulting in permeated macrotransgressions, which negatively impacts teachers. While this oppressive culture poses serious threats to the teaching profession, particularly in urban contexts, we also highlight the ways in which CMs resisted the confluence of socializing forces resulting from neoliberal shifts in educational policy and reform. Implications for teachers, educational leaders, policy makers, reformers, teacher educators, and communities are considered in order to envision a reprofessionalization of teachers working in tandem with the communities they serve to (re)construct a more just society.
What Has the Coalition Government Done for the Development of Initial Teacher Education?
Author: Golding, Jennie
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Outcomes of Education,College Outcomes Assessment,Educational Policy,Educational Experience,Comparative Education,Educational Change,Performance Factors,Beginning Teachers,Alternative Teacher Certification,Barriers,Educational Opportunities,Politics of Education

The past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge about the needs of beginner teachers; further, changes have implications for teacher further professional development as well as for the health of education research in this country. However, changes have catalysed overdue evaluation of more established routes and a priori thinking about how such needs could best be met. The Carter Review (DfE, 2014b) offers some useful ways forward that should be complemented by rigorous evaluation of the range of outcomes of initial teacher education over short, medium, and long terms, making full use of the evidence base.
Financial Aid Research: The Nexus of Academic, Practitioner, and Policy Work
Author: Heller, Donald E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Educational Researchers,Educational Research,Educational Policy,Research Administration,Relevance (Education),Research Utilization,Research Needs,Barriers,Change Strategies

Academic research often does not find its way into the policy arena because of the nature of the work. Policymakers often find journal articles and academic books too long, difficult to understand, and lacking in policy-relevant ideas and recommendations. This article provides suggestions to academic and other researchers on how to make their research policy relevant and most likely to have an impact on policy and practice.
Examining the Doctoral Viva: Perspectives from a Sample of UK Academics
Author: Poole, Brian
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Doctoral Programs,Questionnaires,Interviews,Verbal Tests,Examiners,Teacher Behavior,Cognitive Style,Cultural Influences,Affective Behavior,Summative Evaluation,Formative Evaluation,Educational Opportunities,Educational Change,Relevance (Education)

The doctoral viva voce examination has existed in Britain since the PhD (or DPhil) was introduced at Oxford University almost a hundred years ago. However, despite some recent research studies, it seems that the viva remains somewhat under-researched and that viva voce examinations continue to take place according to largely unchanged and unchallenged procedures. This paper presents evidence collected via questionnaire and interview from a sample of UK academics working in education departments at 16 universities in England. It is shown that individuals within the sample hold contrasting views about the purpose, value, and degree of reliability associated with oral assessment at doctoral level. The paper critically examines eight aspects of the viva's design, purpose, conduct, and outcomes, under such headings as &quot;examiner judgement,&quot; &quot;examiner behaviour/attitudes&quot; and &quot;the viva as opportunity.&quot; The question of whether examiners should have the power to waive the viva under certain circumstances is also addressed. Rather than attempting to provide definitive answers to such questions, the paper highlights a series of inter-related issues which seem problematic. The author's intention is to spark further discussion in academia about the viva's current and possible future content, conduct, and purposes.
Education in Thailand: When Economic Growth Is No Longer Enough
Author: Michel, Sandrine
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Development,Educational History,Statistical Analysis,Educational Development,Educational Indicators,Educational Change,Models,Educational Finance,Public Support

After fifty years of almost continuous economic growth in Thailand, it is now possible to reevaluate the developmental process of the education system. Until now, the structural indicators of education development that have been mainly used are the level and pace of the increases in public expenditure on education, the effect of increasing enrolment on social mobility, and the private and public distribution of investment in education. The impact of these factors undeniably offers a better understanding of the quantitative advances in education. However, the dynamics of the education system nowadays encounter structural limits related to both the integration of what is now widespread education within the social structures and Thailand's contribution to globalization. As a result, the contribution of education to the growth regime is increasingly questioned. The aim of this paper is to use a historical approach to explore this evolution. Theoretical and historical perspectives are combined within a quantitative history methodology, drawing on new time-series.
Examining the Assessment Literacy of External Examiners
Author: Medland, Emma
Date: 2015-12-00
Type: Journal Articles
Subjects: Higher Education,Quality Assurance,Educational Quality,Evaluators,Foreign Countries,Skills,Reports,Literacy,Communities of Practice,Standards,Knowledge Level,Feedback (Response)

External scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context has led to mounting criticism of the system and the identification of a number of largely unchallenged assumptions underpinning it. One such assumption is that external examiners are assessment literate. This study evaluates levels of assessment literacy demonstrated within the written reports of external examiners. Findings indicate variable levels of assessment literacy and identify aspects of the concept that require attention. Wider questions concerning the conceptualization and future development of the external examining system are considered.
The Importance of Partnerships in State Financial Aid Research
Author: Pingel, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,State Aid,Student Financial Aid,State Policy,Stakeholders,Research Reports,Research Utilization,State Programs,State Agencies,State Legislation,Legislators,Nongovernmental Organizations,Educational Practices,Higher Education,Educational Administration

In this essay, we explore the importance of state financial aid programs for both states and the students they serve. Effective state financial aid policy benefits from rigorous research that engages partners from a variety of roles, such as state agencies, legislative staff, and intermediary organizations. It also benefits from the engagement of financial aid professionals. This essay supports the key role played by each of these stakeholders in the execution and dissemination of research projects related to state aid programs.
What Has the Coalition Government Done for Higher Education?
Author: Temple, Paul
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Educational Policy,Politics of Education,Government Role

Higher education in England has changed between 2010 and 2015 to a greater extent than in any other comparable time period--and as a direct result of the policies of the Coalition Government formed in May 2010. This commentary presents the view of the author in what the Coalition Government has done for higher education.
Stroking the Net Whale: A Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces
Author: Kasperiuniene, Judita
Date: 2017-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Grounded Theory,Independent Study,Electronic Learning,Qualitative Research,Semi Structured Interviews,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Interpersonal Competence,Foreign Countries,Social Networks,Trust (Psychology),Faculty Development,Data Analysis,Coding,Cooperative Learning,Teacher Student Relationship,Ambiguity (Context),Internet,Web Based Instruction,Privacy,Interpersonal Communication,Computer Mediated Communication

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.
A Linguistic Study of Courtship as a Rule-Bound Social Institution in &quot;Pride and Prejudice&quot;
Author: Pouralifard, Akram
Date: 2017-10-00
Type: Journal Articles
Subjects: Victorian Literature,Linguistics,Language Processing,Linguistic Theory,English Literature,Literary Criticism,Literary Devices,Novels

The focus of this research is in the area of the relationship between linguistics and the Victorian literature. Such a study is important in order to demonstrate how the masterpieces of Victorian literature possess the potential to be studied according to the principles of linguistics and how the motives behind many characters' activities can be determined by recourse to linguistics. The findings from this research provide evidence that all human activities follow the same rules which all the human languages are based on and according to which they all function due to their common root in the human mind. The main conclusion drawn from this study is that linguistic principles can constitute a great methodology for determining the real motives behind many activities done by the humans. This paper recommends that linguistic principles can be an excellent methodology by means of which the researchers can study the literary works of other eras in the English literature.
A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students
Author: Alsowat, Hamad H.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Skills,Gender Differences,Pronunciation,Vocabulary Development,Grammar,Literacy,Educational Research,Teaching Methods,Higher Education,Language Tests,Literature Reviews

This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills, reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out
Argument Complexity: Teaching Undergraduates to Make Better Arguments
Author: Kelly, Matthew A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Methods,Persuasive Discourse,Difficulty Level,Abstract Reasoning,Measures (Individuals),Evaluative Thinking,Writing Instruction,Scaffolding (Teaching Technique),Decision Making,Writing Skills,Skill Development,Essays,Writing Assignments

The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory. Argument Complexity classifies arguments based on acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta-frameworks for evaluating frameworks. We discuss how the Argument Complexity Scale can be used to teach undergraduate students to reason and write like academics by providing the scaffolding for forming complex argumentation.
Parents&apos; Educational Expectations for Young Children with Autism Spectrum Disorder
Author: Bush, Hillary H.
Date: 2017-12-00
Type: Journal Articles
Subjects: Parents,Expectation,Young Children,Autism,Pervasive Developmental Disorders,Mixed Methods Research,Success,Child Behavior,Educational Attainment,Parent Background,Employed Parents,Influences,Structured Interviews,Check Lists,Achievement Tests,Rating Scales,Interpersonal Competence

Among typically developing children, many characteristics have been associated with parents' expectations for their children's adjustment to school and academic progress. Despite the history of increased parental involvement in the education of children with autism spectrum disorder (ASD) relative to parents of children without ASD, there is little research on the educational expectations that parents hold for their young children with ASD and how they are formed. In the current study, we addressed this gap by using a mixed methods design to examine the association between parents' expectations for the level of success their children would achieve during the current school year, and multiple child-, parent/family-, and teacher/school-level factors, among parents of 4 to 7 year olds with ASD (N = 121). When these different factors were considered simultaneously, children's externalizing behaviors, parents' educational level, and parents' employment status were found to be significantly associated with parents' expectations of schooling.
Teaching Qualitative Research: A Successful Pilot of an Innovative Approach
Author: Danquah, Adam N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Qualitative Research,Research Methodology,Active Learning,Educational Practices,Foreign Countries,College Students,Clinical Psychology,Course Descriptions,Student Attitudes,Feedback (Response),Course Evaluation

This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of &quot;active&quot; pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in its entirety over several sessions, whilst episodically dealing with distinct methodological approaches along the way. In line with this design, and the mutuality of the learning, it was called a &quot;qualitative learning series&quot;. Following Mason (2002), the paper also considers the challenge of qualitative teaching in the context of academic psychology, and touches upon whether developments in the years since have made for much difference. These strands of the paper come together in how the teaching met these challenges.