A Factor Analysis of the Role of the State Director of Guidance Service

A review of the literature reveals that no research had been conducted on the role of the State Director of Guidance Services. A questionnaire sent to 280 state directors and state supervisors of guidance services in the 50 states was the instrument used to gather the data. By grouping the 15 factors yielded into three major categories—Service, Administration, and Non-service—a priori observations were confirmed mathematically which lent themselves to a more detailed interpretation. Since the results of this study have been extracted from data supplied by a contemporary group of state directors and state supervisors of guidance services, and since roles change with time, this role study cannot be construed to be final or complete. However, it should serve as a basis for future similar studies.     

Development of the self-directed learning skills scale

The purpose of this study was to develop a valid and reliable scale for assessing high school students’ self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various high schools. To test the suitability of the gathered data, exploratory factor analysis was performed. The results revealed that there were correlations between the items, factor analysis could be conducted and nine factors were obtained. A confirmatory factor analysis (CFA) was performed concerning the quality of the factor structure. The results of the CFA confirmed the nine-factor solution. The final version of the scale has a nine-factor structure and includes a total of 40 items. This instrument uses a five-point Likert-type scale and was termed the Self-Directed Learning Skills Scale (SDLSS).     

The use of informational feedback in instruction: Implications for future research

The use of informational feedback has long been advocated and verified as being an important part of learning. Many studies have been conducted to examine which variables might affect learning from feedback. The purpose of this review is to examine these studies within various constructs and identify areas that need further investigation and clarification. Feedback is examined from early studies, which viewed the process behaviorally as reinforcement, to present research that advocates an information-processing perspective and an emphasis on error correction. A current model of feedback (Kulhavy & Stock, 1989) is presented as a context for discussion. The issues of response certainty, feedback elaboration, and error analysis are also addressed. Recommendations to future researchers are presented in light of conclusions drawn.When this article was written, she was a Visiting Research Associate at the Center for Educational Technology at Florida State University.     

基于学习者视角的远程学习服务质量概念模型

学习者理应成为教育服务质量评价的主体,但此类实证研究在我国远程教育领域并不多见。本文首先在分析国内外已有相关实证研究的基础上,提出了远程学习服务质量概念的假设模型;然后,基于对上海电大两所有代表性分校的580名远程学习者的问卷调查数据,通过SPSS的探索性因子分析、结构方程模型的验证性因子分析和高阶因子分析,不断修正和完善假设模型,获得了上海地区远程学习服务质量概念模型。研究表明,从学习者角度来看,远程学习服务质量主要由教学服务质量、管理服务质量、学习网站质量、学习支持服务质量、学习资源质量五大因子构成。本文的发现可以为远程教育质量保障研究更加关注学习服务质量研究提供基于学习者视角的基础性的理论依据,也可为办学机构重视学习服务满意感提供实践价值,同时也对政府评价远程教育、学习者选择教育服务具有重要的借鉴意义。     

Effects of Children with Disabilities on Fathers: A Review and Analysis of the Literature

A review of the literature located eight published studies which focused specifically on the effects on fathers of parenting children with disabilities. Another five studies have focused on fathers' involvement in programs aimed at their children or themselves. There have also been nine reviews of the literature on such fathers. From a review of the existing literature there emerges a fairly clear consensus of assertions regarding the effects on fathers. However, from an analysis of this literature, limited research evidence was found in support of these assertions. This suggests that the existing literature provides a somewhat erroneous view of the experiences of such fathers.     

A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability

The present study conducted a systematic review of the item response theory (IRT) literature in language assessment to investigate the conceptualization and operationalization of the dimensionality of language ability. Sixty-two IRT-based studies published between 1985 and 2020 in language assessment and educational measurement journals were first classified into two categories based on a unidimensional and multidimensional research framework, and then reviewed to examine language dimensionality from technical and substantive perspectives. It was found that 12 quantitative techniques were adopted to assess language dimensionality. Exploratory factor analysis was the primary method of dimensionality analysis in papers that had applied unidimensional IRT models, whereas the comparison modeling approach was dominant in the multidimensional framework. In addition, there was converging evidence within the two streams of research supporting the role of a number of factors such as testlets, language skills, subskills, and linguistic elements as sources of multidimensionality, while mixed findings were reported for the role of item formats across research streams. The assessment of reading, listening, speaking, and writing skills was grounded within both unidimensional and multidimensional framework. By contrast, vocabulary and grammar knowledge was mainly conceptualized as unidimensional. Directions for continued inquiry and application of IRT in language assessment are provided.     

Further Exploration of the 16-PF and Counselor Effectiveness

This study reexamines the relationship between the Sixteen-Personality Factor (16-PF) Questionnaire and counselor performance ratings. The 16-PF was administered to 30 full-time counselor trainees. Supervisor ratings of counseling effectiveness in practicums were correlated with raw scores of counselors on the 16-PF. Data revealed that the pattern of relationships indicated by significant correlations is not consistent across this and three other studies using the 16-PF. The results of this study and the reanalysis of previous studies indicate that it would not be advisable at this time for counselor educators to identify or predict effective counselors on the basis of the 16-PF.     

The use of augmented reality games in education: a review of the literature

This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments.     

中国成年人身体形态变化特征及发展趋势的比较研究

依据国家体育总局发布的"2005年、2010年国民体质监测数据",选取20～59岁年龄段成年人身体形态指标数据,运用文献资料法、数理统计法、比较研究法、逻辑分析法进行纵向比较研究,分析探讨5年间中国成年人身体形态变化特征及发展趋势,为政府及有关部门实施全民健身计划提供科学的决策参考。     

Sociohistorical Influences on the Development of Papahana Kaiapuni,the Hawaiian Language..

Papahana Kaiapuni is a K-12 indigenous language immersion program in selected public schools in the State of Hawai'i. Instruction in Kaiapuni classrooms is conducted in the Hawaiian language. Program goals include students' development of a high level of proficiency in both the Hawaiian and English languages (Department of Education, 1994). For nearly a century, policy banning the Hawaiian language from the public schools and other government activities contributed to the decline of the language's usage. Papahana Kaiapuni is an effort to revive the indigenous Hawaiian language, now the second official language of the State. Supporters of the program believe that the program may also serve to promote the achievement and cultural identity of the native Hawaiians it serves. In this article, wedescribe the sociohistorical influences on the development of the Kaiapuni program, drawing from a literature review of articles written about the program, interviews with individuals involved in early program development, and an analysis of selected Board of Education and Department of Education documents.     

Reformation of the Macedonian teacher education programme, 1999 – 2001

Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a very important role in school improvement; international reports point to ‘school leadership’ as a key factor in education quality, and recent studies suggest that the leadership identity of principals is critical for achieving effective leadership in schools worldwide.

Purpose: The purpose of this study was to conduct a thematic exploration of the literature relating to school principals and leadership identity.

Design and methods: A scoping review was carried out. Two major databases were searched for papers published on this topic in the last decade. Once we had established an overview of research on this subject, we conducted a thematic analysis to identify the topical focus of research.

Results: We found that the literature reflected an increasing and intensified interest in the topic of school leadership as the decade progressed. Furthermore, a range of emerging subtopics was identified. These included the relationship between school culture and professional identity in school principals; the influence of ethical and personal factors on the professional development of principals; the dilemmas of balancing education policies and personal experiences; and the relationships between gender identity, racial identity, professional experience/career, training and leadership identity.

Conclusions: Several key issues emerged from the studies included in this review, such as the importance of external and internal influences in the construction of the professional identity of school principals. Some of the research suggested that school leaders felt the need to develop a new professional identity. Overall, the study indicates that school leadership and its relationship with school improvement should remain an important focus for educational research investigation.     

A synthesis of research on effectiveness of school-based drug prevention programmes / Claves de eficacia de los programas de prevención de consumo de sustancias en el contexto escolar: una meta-revisión

Abstract

Relevant information on effectiveness of school-based drug prevention programmes is available. Despite this, there is still contradictory evidence that makes it necessary to continue to shed light on this issue. Based on a synthesis research method, the aim of this study was to determine the relevant variables that enhance the efficacy of these programmes and to determine the weight of their empirical evidence. Furthermore, several features of the evaluation designs whose variables had been proven effective were examined. A systematic review of periodical literature was conducted, which led us to extract 1,622 papers, of which 17 studies were analysed. An in-depth analysis of these publications led us to identify 29 key variables associated with the efficacy of the programme, which were ranked according to the weight of their empirical evidence. Moreover, the characteristics of the studies included in the review highlighted the need to improve the rigorousness and quality of the evaluation designs in this field.     

Developing a scale for using Facebook as a learning tool

This study investigates the development of an instrument to explore the views of student teachers in Turkey towards using Facebook as a tool for teaching and learning. A five-point Likert-type scale was developed for a sample of 687 student teachers from various fields in Adiyaman, Mustafa Kemal, and Inonu Universities. The sample included 445 participants in the first application and 242 participants in the second. A literature review, students’ comments, and relevant Facebook research results were considered in order to establish the items for the scale. A comparative analysis of previous studies and instruments yielded an original 33-item pool, and experts’ judgments were consulted to confirm the content validity of the scale. Exploratory and confirmatory factor analyses were conducted to determine the factor structure of the scale, revealing 17 items that could be grouped under three general factors. A Cronbach’s coefficient (α) was employed to determine the internal consistency coefficients for the whole scale and its subscales. Results indicate that this learning scale (FLTS) is a valid and reliable instrument to investigate the use of Facebook as a learning tool.     

Video production in content-area pedagogy: a scoping study of the research literature

Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches.     

Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington,DC

State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in the 50 states and the District of Columbia to understand the type and characteristics of diversity-related requirements. We found that while all states addressed diversity in their standards, the type and characteristics of requirements varied across the states. The diversity requirements are ambiguous in most states, and only a small number of states utilize a “social reconstructionist” approach that focuses on preparing teachers to identify social inequality and take an active role to achieve educational and social equity.     

Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers’ professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a transformative view of good teaching as an advanced specialised practice. A critical analysis was conducted, using a systematic literature review that yielded 14 peer-reviewed papers, to discursively position teachers’ professional learning and pinpoint questions for future study. Findings showed that while studies reported positive outcomes they were often atheoretical and framed within narrow chains of logic that neglected important strands, such as, teacher “knowledge-of-practice”. The study raises important questions not only about the positioning of beginning teachers’ professional learning but about meaningful professional learning for all teachers across the continuum of teacher education.     

An examination of the evidence-based literacy research in deaf education

The ability to read and write for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended.