ethanporcaro/eric-fulltext-meta huggingface dataset:
Translation Quality Assessment Rubric: A Rasch Model-Based Validation
Author: Samir, Aynaz
Date: 2020-10-00
Type: Journal Articles
Subjects: Translation,Scoring Rubrics,Second Language Learning,Second Language Instruction,College Faculty,Foreign Countries,Undergraduate Students,Student Evaluation,Evaluation Methods,Psychometrics,Rating Scales,Reliability,Validity,Accuracy,Connected Discourse,Phrase Structure,Grammar,Form Classes (Languages),Language Processing,Language Usage,Teacher Attitudes

The present study aimed to examine and validate a rubric for translation quality assessment using Rasch analysis. To this end, the researchers interviewed 20 expert translation instructors to identify the factors they consider important for assessing the quality of students' translation. Based on the specific commonalities found throughout the interviews, a 23-item assessment rubric was constructed on a four-point Likert scale. More specifically, this study used the Rasch rating scale model for polytomous data to investigate the psychometric properties of the rating scale in terms of dimensionality, reliability, use of response category, and sample appropriateness. Then, a translation exam was administered to 60 translation students at the BA level in Iranian universities. Following this, the rubric was employed to assess the quality of students' translation. The results revealed that the Rasch model fits the data well. Thus, the findings of the study indicated that the rubric is potentially valid and useful, and can be used as a measure of translation quality assessment in the Iranian context.
Validating an Indonesian Version of the What Is Happening in This Class? (WIHIC) Questionnaire Using a Multidimensional Rasch Model
Author: Rahayu, Wardani
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Classroom Environment,Test Validity,Test Reliability,Item Response Theory,Psychometrics,Factor Analysis,Factor Structure,High School Students

The What Is Happening In this Class? (WIHIC) questionnaire is a multidimensional measure for assessing the classroom learning environment based on student perspectives. The purpose of this study was to validate an Indonesian version of WIHIC and to assess the instrument's psychometric properties by using confirmatory factor analysis (CFA) and the Multidimensional Partial Credit Model (MPCM), one of the family of Polytomous Rasch model. The Indonesian WIHIC was administered to 962 high school students (368 male, 594 female), aged 14-18 years, in Jakarta, Indonesia. Results from the CFA model comparison showed that the 7-dimensional factor structure of WIHIC was satisfactory. We performed MPCM and found that this model fit the data of the Indonesian WIHIC reasonably well. Moreover, the estimated Rasch person separation reliabilities of each subscale showed that WIHIC has good internal consistency (0.87 to 0.96). The Indonesian WIHIC questionnaire appears to be a valid and reliable tool for assessing the classroom learning environment in Indonesian high school students.
EFL Students&apos; Evaluation Apprehension and Their Academic Achievement, Gender, and Educational Level: Towards Designing and Validating a Comprehensive Scale
Author: Jahedizadeh, Safoura
Date: 2021-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Academic Achievement,Gender Differences,Classroom Communication,Anxiety,Undergraduate Students,Graduate Students,Correlation,Test Construction,Test Validity,Measures (Individuals),Likert Scales,Foreign Countries

Student evaluation apprehension as one of the detrimental factors in an English as a foreign language (EFL) context, reduces and gradually diminishes student participation in classroom activities, since learners are mostly concerned with how others (teacher and classmates) evaluate/judge their performance. Due to the fact that the studies considering the important role of student evaluation apprehension are scarce in number, this study was conducted to validate the newly-designed questionnaire via exploratory and confirmatory factor analyses and find the relationship between student evaluation apprehension and academic achievement, gender, and educational level of 258 EFL students. The results from EFA, CFA, and reliability analyses revealed that the new questionnaire is a valid and reliable instrument measuring EFL students' evaluation apprehension. Moreover, a significant negative correlation was observed between student evaluation apprehension and academic achievement. Besides, it was found that females experience evaluation apprehension more than males, and BA students were also found to have more evaluation apprehension than their MA counterparts.
ESSA, Low-Wage Migrants, and the Persistent Neoliberal Education Structure: A Critical Review
Author: Reeb-Reascos, Kathleen K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Neoliberalism,Educational Policy,Immigrants,Low Income Groups,Educational Opportunities,Educational History,Educational Trends,Futures (of Society)

Through discriminatory policies and neoliberal practices, public institutions have historically marginalized low-wage migrants on the basis of race, ethnicity, class, and English-language ability. Under the Trump administration and Republican-led Congress, anti-immigrant practices and rhetoric have intensified. This paper explores the impact of current educational policies as they exist in a structure dominated by anti-immigrant ideology. In a critical review of scholarly literature, this paper examines the Every Student Succeeds Act (ESSA) in the context of past legislation and the position of these groups within the structure of U.S. education. Our investigation acknowledges that the ESSA attempts to improve educational opportunities for low-wage migrants, but the policy's shift toward state and local control creates uncertainty for these students. Specifically, we conclude that policy implementation for migrant populations will remain ineffective without fundamental changes to the climate and organization of state and local systems.
Paradoxical Choices: The Realities and Limitations of Privatized Education for Latino Students
Author: Veenis, Jon C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Hispanic American Students,School Choice,Equal Education,Privatization,Charter Schools,Educational Policy,Public Schools,School Segregation,Academic Achievement,Elementary Secondary Education

One of the claims asserted by advocates of the privatized school choice model is that Traditional Public Schools (TPSs) have failed in their efforts to ameliorate social inequalities for underserved populations. School choice models that support privatization and competition are typically associated with the idealization of market efficiencies, as well as a cult-like focus on the efficient management of public goods (Trujillo, 2014). Apple (2004) calls this framing of the market ethos an eloquent fiction, suggesting that its advocates embrace social Darwinism and divestiture from public institutions. Latinos are expected to represent approximately 25% of all public school students by the year 2021 (Gándara, 2010). While achievement gaps between Whites and Latinos have narrowed slightly in recent decades, the gap between Latino English Learners (ELs) and non-Latino ELs has remained steady or grown marginally (U.S. Department of Education, 2011). In 2014, over 12 million Latino students were enrolled in public schools across the country. Roughly six percent of those students attended charter schools. Latinos are proportionally overrepresented in charter schools, accounting for over 30% of all enrollees (U.S. Department of Education, 2015b). This paper critically examines various issues of equity and equality for Latino students through the lens of scholarly works that have empirically or theoretically explored various nuances of the privatized school choice model. It offers a synthesis of findings gleaned from the aforesaid body of literature, while also addressing key implications for federal, state, and local educational policy.
A Story of Negotiation and Agency: An Exploration of Power in &quot;Click Clack Moo&quot; and Contemporary Picturebooks
Author: Youngs, Suzette
Date: 2020-00-00
Type: Journal Articles
Subjects: Picture Books,Childrens Literature,Power Structure,Social Justice,Oral Reading,Critical Literacy,Kindergarten,Teaching Methods,Visual Aids,Space Utilization,Visual Stimuli,Elementary Education

Learning to question power relationships, symbols of power, and how power is used and negotiated in children's literature through critical dialogue can support young readers to move toward a social justice mindset. The authors of this article share critical strategies and analytic tools to support teachers and readers to analyze types of power, power shifts, potential injustices, and how characters gained power and agency in contemporary picturebooks. We highlight how to attend to the visual design elements and peritextual features to analyze power structure across the visual narrative as well. The authors model using these strategies and tools through their own analysis of a cornerstone text showcasing how to use these strategies in an interpretive, interactive read-aloud. A text set is provided that describes the types of power, symbols of power, and themes within each book. To promote opportunities to dive deeper into the analysis we included some older, popular children's picturebooks to encourage readers to consider a known text through a new lens.
Analysis of EEG Signals for Non-Technical and Non-Medical Students
Author: Buchwald, Mikolaj
Date: 2021-04-00
Type: Journal Articles
Subjects: Medicine,Computer Interfaces,Brain,Cognitive Science,Outcomes of Education,College Curriculum,Foreign Countries,College Students,Active Learning,Student Projects

The interaction between humans and computers is one of the most pressing challenges in contemporary society. Subtleties of this communication require that human-computer interfaces are conceptualized and tested by highly specialized experts. Here we describe a novel academic course for human-oriented designers and project managers, with the emphasis being put on the communication between the human brain and computer. Outcomes of the course were validated on 12 course participants both: qualitatively -- educational experience, and quantitatively -- outcomes of a project and final exam. T-test comparison revealed that students who participated in the course gained specialized knowledge, as compared to students who did not take part in the course. Moreover, students generally agreed that the course was helpful and interesting, however, about one-third of them considered the course hard. All in all, we find our brain-computer interfaces course useful in instructing specialist oriented on the human-factor of the communication between human and the machine.
The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests
Author: Ahmadjavaheri, Zahra
Date: 2020-03-00
Type: Journal Articles
Subjects: Reading Tests,Reading Comprehension,Test Anxiety,Scores,Test Validity,Individual Characteristics,Reading Attitudes,Cognitive Style,Correlation,Undergraduate Students,Foreign Countries,Measures (Individuals),Grade Point Average,Second Language Learning,Second Language Instruction,English (Second Language),Ambiguity (Context)

Test validity can be jeopardized to the extent that test scores are contaminated by factors other than those intended by the test. Many method specific factors and examinees' personal characteristics can influence test performance. In this study the contribution of four construct-irrelevant factors, namely, exam anxiety, reading anxiety, ambiguity tolerance, and attitudes towards reading to reading comprehension test performance was examined. Correlation and multiple regression analysis showed that reading anxiety and attitudes toward reading significantly contribute to reading test performance while exam anxiety and ambiguity tolerance do not. This finding shows that examinees' reading anxiety and attitudes toward reading can invalidate the reading comprehension test scores to a certain degree. Implications and limitations of the findings are discussed and some recommendations for test administrators and teachers are provided.
Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling
Author: Ketabi, Somaye
Date: 2021-03-00
Type: Journal Articles
Subjects: Diagnostic Tests,Test Construction,Goodness of Fit,Classification,Models,Guidelines,Test Validity,Test Items,Language Proficiency,Testing,Language Tests,Cognitive Processes

Although Diagnostic Classification Models (DCMs) were introduced to education system decades ago, it seems that these models were not employed for the original aims upon which they had been designed. Using DCMs has been mostly common in analyzing large-scale non-diagnostic tests and these models have been rarely used in developing Cognitive Diagnostic Assessment (CDA) from scratch. Despite the prevalence of &quot;retrofitting&quot; CDA studies, &quot;true&quot; applications of CDA are believed to be rare since, firstly, a coherent framework to conduct such studies had not been available and, secondly, researchers were not able to analyze various DCMs according to the same model fit indices and criteria. This paper presents a summary of different types of DCMs and reviews &quot;true&quot; and &quot;retrofitting&quot; CDA studies. Having examined the limitations of previous CDA studies, the present study argues for the implication and application of Ravand and Baghaei's (2019) framework to conduct &quot;true&quot; CDA studies. This framework is of importance since not only does it fit into prominent frameworks in education assessment such as Cognitive Design System and Assessment Triangle, but also it can provide test-developers with practical steps in conducting valid cognitive diagnostic tests.
Raising the Stakes of High School Exit Exams: Students&apos; Perspectives of Their English Learning Motivation in a High-Stakes Test Change Context
Author: ShayesteFar, Parvaneh
Date: 2020-10-00
Type: Journal Articles
Subjects: High Stakes Tests,Exit Examinations,Student Attitudes,English (Second Language),Second Language Learning,Student Motivation,Educational Change,Language Tests,High School Students,College Entrance Examinations,Foreign Countries

Research on high-stakes tests indicates that increasing the stakes of large-scale English language tests will have consequential influence on teaching and learning performance and practices. However, evidence for influence on student 'motivation for learning English (MLE)' within such a context is still scarce. Taken this, the present study investigated the motivational level of high school students learning English as a foreign language (EFL) in the context of &quot;university entrance requirement tests change&quot; in Iran (introducing high school national English achievement tests-NEATs- as new requirements for entrance into nation-state universities). For such a purpose, the MLE scale, taken from Gardner's (2004) Attitude/Motivation Test Battery, was translated into Persian, administered among 451 randomly selected students supposed to take the NEATs for their admission to universities, and subjected to confirmatory factor analyses. The results obtained through within-group ANOVA comparisons of the construct-validated subscales revealed that under increased stakes of the NEATs the participants maintained moderately high level of motivation for the two components of 'desire to learn English' and 'attitudes towards learning'; however, the level for the component of 'motivational intensity' was neutral/moderate. Similar result (i.e., moderate level) was found in the participants' perspective of their overall MLE. The findings, overall, indicate that the NEATs-admission programme has not demotivated the learners yet they are not as highly motivated as intended by the change planners. Such a divergence between the ideal policies (&quot;i.e., high level of MLE&quot;) and what was observed in practice (&quot;i.e., neutral/moderate MLE level&quot;) has implications for test change contexts and their driving policies.
The Construction and Validation of a Q-Matrix for a High-Stakes Reading Comprehension Test: A G-DINA Study
Author: Tonekaboni, Fateme Roohani
Date: 2021-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,High Stakes Tests,Inferences,Test Validity,Cognitive Processes,Guidelines,Item Analysis,Test Items,Specialists,Test Construction,Diagnostic Tests,College Entrance Examinations,English (Second Language),Second Language Learning,Second Language Instruction,College Second Language Programs,Masters Programs,Multiple Choice Tests,Reading Rate,Foreign Countries

Investigating the processes underlying test performance is a major source of data supporting the explanation inference in the validity argument (Chappelle, 2021). One way of modeling the cognitive processes underlying test performance is by constructing a Q-matrix, which is essentially about summarizing the attributes explaining test-takers' response behavior. The current study documents the construction and validation of a Q-matrix for a high stakes test of reading within a generalized-deterministic inputs, noisy &quot;and&quot; gate (G-DINA) model framework. To this end, the attributes underlying the 20 items of the reading comprehension test were specified through retrospective verbal reports and domain experts' judgments. In the ensuing stage, the Q-matrix thus developed along with item response data of 2625 test-takers were subjected to empirical analysis using the procedure suggested by de la Torre and Chiu (2016). Item-level results showed that, except for one item, the processes underlying the other items were captured by compensatory and additive models. This finding has significant implications for model selection for DCM practitioners.
Improving Practice of Pre-Service Teachers through Inquiry
Author: Golden, Freida
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Inquiry,Student Projects,Teaching Methods,Preservice Teacher Education

This paper describes the implementation of a teacher inquiry project among university-based pre-service teachers. All participating pre-service teachers designed an inquiry project, which included an original question, a literature review, a planned course of action, and conclusions for improving instruction. The details of the yearlong teacher inquiry project provided insights and reflections concerning how preservice teachers used inquiry to improve instruction and student outcomes.
Using the Six Syllable Types to Teach Word Attack Skills
Author: Sherman, Mary Kay
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Fluency,Reading Skills,Word Study Skills,Syllables,Decoding (Reading),Reading Comprehension

Reading fluency is one of several components of an effective reading program. One way to increase a student's reading fluency is teaching word attack skills as a way to break words down into smaller parts. Strategies, such as direct teaching of word attack skills, can make it easier for students to read unknown words. Understanding and applying the six syllable types to unfamiliar words can help readers successfully decode unknown words. Fluent reading leads to better comprehension of the text. The purpose of this paper was to define the six syllable types, identify common syllable patterns, and provide tips and suggestions for incorporating this information into an existing curriculum.
D.R.E.A.M. Literacy: Enhancing the Literacy Experience for Diverse Populations
Author: Childs, Kamshia R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Student Experience,Diversity,Culturally Relevant Education,Learner Engagement,Access to Education,Student Motivation,Teaching Methods

&quot;D.R.E.A.M. Literacy&quot; represents several pieces necessary to address and provide quality learning experiences and equitable literacy instruction for all. The article delves into five sections that will provide examples of &quot;D.R.E.A.M&quot; (Diversity, Relevance, Engagement, Access, Motivation) being implemented into instruction, and encourages support for using diverse texts, popular culture and technology, and multimodal resources. The article seeks to empower educators to reach out to parents, and address teaching literacy skills beyond the traditional literacy curriculums that are adopted in school districts across the country. As populations in classrooms continue to grow more diverse, this article embraces and supports the changing demographics by making literacy accessible and engaging.
The Active Schools Movement: Helping to Create Comprehensive School Physical Activity Programs in All K-12 Schools
Author: Burgeson, Charlene
Date: 2018-00-00
Type: Journal Articles
Subjects: Life Style,Physical Activity Level,Health Promotion,Holistic Approach,Student Behavior,Intervention,Elementary Secondary Education,Educational Environment,Physical Education,Physical Activities,After School Programs,School Personnel,Role,Family Involvement,Community Involvement,Health Behavior,School Role,Partnerships in Education,Student Rights

Physical activity has many health, social, and academic benefits for youth (United States Department of Health and Human Services [USDHHS], 2008). It can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, maintain a healthy weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as obesity, Type II diabetes, and other chronic diseases. Additionally, students who are physically active tend to have better school attendance, classroom behaviors, cognitive performance, and grades (Centers for Disease Control and Prevention [CDC], 2018). Schools have a unique opportunity to support children's health and well-being because children spend so much of their time at school. The purpose of this editorial is to introduce the reader to the need for and components of a Comprehensive School Physical Activity Program (CSPAP) as well as strategies being implemented by the Active Schools movement to increase CSPAPs in K-12 schools and how individuals, schools, and organizations can become involved in the Active Schools movement.
A Life-Changing Internship and the Power of Experiential Learning
Author: Fenves, Greg
Date: 2018-00-00
Type: Journal Articles
Subjects: Internship Programs,Experiential Learning,Student Development,Career Development,Learning Experience

Learning through experience is a powerful and important opportunity for undergraduate students. In this editorial, The University of Texas at Austin (UT Austin) President Greg Fenves details the short- and long-term significance of experience-based learning for students' development. Throughout Fenves' career, experiential learning has played a significant role for him, shaping both his career path and his priorities as a professor, provost, and, now, university president. In this piece, Fenves shares his experiences and describes why experiential learning is one of his priorities for UT Austin students.