NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 17 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lim, Hyo Jin; Lee, Sora – Journal of Psychoeducational Assessment, 2023
This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle…
Descriptors: Individual Differences, Change, Elementary School Students, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Kalayci, Özlem; Gün, Özge – International Journal for Mathematics Teaching and Learning, 2022
There exist many studies on modeling competencies and their promotion; however, there is a need to investigate what modeling competencies are and how they vary in lower and higher-achieving groups of students in mathematics within the current modeling literature domain. This study examined how mathematical modeling competencies were displayed in…
Descriptors: Grade 7, Mathematics Education, Foreign Countries, Mathematical Models
Peer reviewed Peer reviewed
Direct linkDirect link
Zapata-Cardona, Lucía – ZDM: The International Journal on Mathematics Education, 2018
This paper addresses how students explore, construct, validate and use statistical models when facing situations designed from a socio-critical perspective. The case study used is a statistics lesson designed by a statistics teacher and a researcher. The lesson centers on nutritional information and was implemented in a 7th-grade classroom at a…
Descriptors: Statistics, Mathematical Models, Nutrition, Middle School Students
Ross, Katherine M.; Tolan, Patrick – Journal of Early Adolescence, 2018
As Social and Emotional Learning (SEL) expands to focus on adolescent populations, the broadly accepted theoretical framework put forth by the Collaborative for Academic, Social, and Emotional Learning (CASEL) should be empirically tested for measurement utility. Using longitudinal data from the 4-H Study of Positive Youth Development, we first…
Descriptors: Social Development, Emotional Development, Longitudinal Studies, Metacognition
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Saragih, Sahat; Napitupulu, Elvis – International Education Studies, 2015
The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…
Descriptors: Foreign Countries, Junior High School Students, Mathematics Education, Secondary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Möller, Jens; Zimmermann, Friederike; Köller, Olaf – British Journal of Educational Psychology, 2014
Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…
Descriptors: Self Concept, Mathematics Achievement, Verbal Ability, Validity
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wen, Jia-Rong; Cheng, Kuo-Ming; Chen, Chia-Pin; Hsieh, Yi-Hsun – Turkish Online Journal of Educational Technology - TOJET, 2014
English teaching in elementary and junior high schools in Taiwan has been criticized for years as being restricted in classroom learning and not being expanded out of the classrooms and combined with real situations so that students are not really prepared to successfully use English outside of school therefore, the computer supported …
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Junior High School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting – International Journal of Science Education, 2014
This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of…
Descriptors: Foreign Countries, Metacognition, Reading Comprehension, Science Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Yuan, Kun; Engberg, John; Kaufman, Julia; Hamilton, Laura; Hill, Heather; Umland, Kristin; McCaffrey, Daniel – Society for Research on Educational Effectiveness, 2014
High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs, as well as for providing feedback to teachers and administrators. In this study, the authors examined whether using anchoring vignettes in web-based surveys improved the validity of teachers' self-assessments…
Descriptors: Self Evaluation (Individuals), Mathematics Teachers, Vignettes, Online Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Moller, Jens; Retelsdorf, Jan; Koller, Olaf; Marsh, Herb W. – American Educational Research Journal, 2011
The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative…
Descriptors: Grades (Scholastic), Self Concept, Academic Achievement, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Ketterlin-Geller, Leanne R.; Yovanoff, Paul; Jung, EunJu; Liu, Kimy; Geller, Josh – Educational Assessment, 2013
In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…
Descriptors: Test Validity, Construct Validity, Scores, Evidence
Massachusetts Department of Elementary and Secondary Education, 2013
The Massachusetts Department of Elementary and Secondary Education (Department) created the grades 1-12 Early Warning Indicator System (EWIS) in response to district interest in the Early Warning Indicator Index (EWII) that the Department previously created for rising grade 9 students. Districts shared that the EWII data were helpful, but also…
Descriptors: Dropout Prevention, Risk, Models, Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Soucie, Tanja; Radovic, Nikol; Svedrec, Renata; Kokic, Ivana – International Journal for Technology in Mathematics Education, 2011
Studying geometry is an integral component of learning mathematics because it allows students to analyse and interpret the world they live in as well as equip them with tools they can apply in other areas of mathematics. Therefore, students need to develop an understanding of geometric concepts as well as gaining adequate geometry related skills.…
Descriptors: Educational Technology, Geometric Concepts, Geometry, Mathematics Education
Hirao, Katsura – ProQuest LLC, 2011
A self-report assessment scale of school connectedness was validated in this study based on the data from middle-school children in a northeastern state of the United States (n = 145). The scale was based on the School Bonding Model (Morita, 1991), which was derived reductively from the social control (bond) theory (Hirschi, 1969). This validation…
Descriptors: Grade 8, Peer Acceptance, African American Children, Validity
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Schafer, William D.; Lissitz, Robert W.; Zhu, Xiaoshu; Zhang, Yuan; Hou, Xiaodong; Li, Ying – Practical Assessment, Research & Evaluation, 2012
Interest in Student Growth Modeling (SGM) and Value Added Modeling (VAM) arises from educators concerned with measuring the effectiveness of teaching and other school activities through changes in student performance as a companion and perhaps even an alternative to status. Several formal statistical models have been proposed for year-to-year…
Descriptors: Teacher Evaluation, Teacher Effectiveness, School Effectiveness, Academic Achievement
Previous Page | Next Page »
Pages: 1  |  2