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Bilfirdausi, Sabanta Azmah – Advances in Language and Literary Studies, 2019
Generally, people are apologizing after they make a mistake or do certain acts which offense others. But the context in which the apology needs to be said in every culture can be different. Therefore, EFL learners may fail to use appropriate apology strategy within the context since they are interfered by their L1 culture. However, the case of…
Descriptors: Second Language Learning, English (Second Language), Intercultural Communication, Responses
Moulton, Sara E.; Young, Ellie L.; Sudweeks, Richard R. – Assessment for Effective Intervention, 2019
This study examined the item and category response option functioning of items on the "Student Risk Screening Scale for Internalizing and Externalizing Behaviors" (SRSS-IE), using item response theory (IRT) methods with a sample of 2,122 middle school students. The SRSS-IE is a screening instrument used to identify students who are…
Descriptors: Screening Tests, Emotional Disturbances, Behavior Disorders, Student Behavior
McNeal, Lisa; Gray, Jennifer – Online Journal of Distance Learning Administration, 2019
Many faculty struggle with designing and teaching online courses. Classic standardized course review models, such as the ones developed by Quality Matters (QM), are valuable tools, yet they often enforce rigid standards and lead to time-intensive course reviews. This paper offers a new solution as two faculty ask, "What would happen if an…
Descriptors: Online Courses, Educational Quality, Course Evaluation, Academic Standards
Dunst, Carl J.; Bruder, Mary Beth; Maude, Susan P.; Schnurr, Melissa; Van Polen, Angela; Clark, Gloria Frolek; Winslow, Amanda; Gethmann, Dee – Journal of Teacher Education and Educators, 2019
Results from a study of the relationship between different types of professional development practices and early childhood practitioners' use of 10 different recommended early intervention/early childhood special education practices are reported. The participants were 955 practitioners employed in early intervention, preschool, preschool special…
Descriptors: Faculty Development, Educational Practices, Early Childhood Education, Intervention
Alqarni, Abdulelah Mohammed – Journal on Educational Psychology, 2019
This study compares the psychometric properties of reliability in Classical Test Theory (CTT), item information in Item Response Theory (IRT), and validation from the perspective of modern validity theory for the purpose of bringing attention to potential issues that might exist when testing organizations use both test theories in the same testing…
Descriptors: Test Theory, Item Response Theory, Test Construction, Scoring
Practicing Counselors, Vicarious Trauma, and Subthreshold PTSD: Implications for Counselor Educators
Lanier, Bethany A.; Carne, Jamie S. – Professional Counselor, 2019
The purpose of this study was to gain an understanding of the relationship between vicarious trauma (VT) symptoms and subthreshold post-traumatic stress disorder (PTSD) symptoms among practicing counselors. The researchers determined the frequency of VT symptoms and subthreshold PTSD symptoms experienced among practicing counselors and common…
Descriptors: Trauma, Symptoms (Individual Disorders), Posttraumatic Stress Disorder, Counselors
Crawford, Dana E.; Patel, Milani; Chomilo, Nathan T.; Krug, Laura; Glusman, Mariana; Kaplan-Sanoff, Margot – ZERO TO THREE, 2019
Everyone is impacted by cultural bias due to life experiences, trauma, societal values, and exposure to prejudice and racism. Consequently, even the most well intentioned and culturally humble health care provider working in primary care pediatrics must learn to identify and reduce cultural bias. Experiencing cultural biases is often unexpected…
Descriptors: Racial Bias, Social Bias, Cultural Differences, Cultural Awareness
Nael, Michael M. – Southeast Asia Early Childhood, 2019
The aim of this study is to determine the effect of the emotion "happy" as induced by colors on the addition performance of grade 1 pupils. The experiment involved the pupils in the experimental group (n=80) were taught addition, using modules developed by the researcher which utilized seductive augmentation of learning materials through…
Descriptors: Emotional Response, Psychological Patterns, Color, Addition
Brody, Heather I.; Santos, Jennifer M. – Journal of Instructional Research, 2019
Instructors consistently complain about students not reading or using feedback. To address this issue, the authors designed an in-class feedback exercise. The authors found that when students recognize the importance of feedback on writing assignments, they look forward to getting, reading, and using such feedback, and instructor efficacy…
Descriptors: Student Evaluation, Feedback (Response), Written Language, Writing Assignments
Chan, Tak-Wai; Looi, Chee-Kit; Chang, Ben; Chen, Wenli; Wong, Lung-Hsiang; Wong, Su Luan; Yu, Fu-Yun; Mason, Jon; Liu, Chen-Chung; Shih, Ju-Ling; Wu, Ying-Tien; Kong, Siu-Cheung; Wu, Longkai; Chien, Tzu-Chao; Liao, Calvin C. Y.; Cheng, Hercy; Chen, Zhi-Hong; Chou, Chih-Yueh – Research and Practice in Technology Enhanced Learning, 2019
The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by "interest", can be engaged in the "creation" of knowledge (generating ideas and artifacts). By…
Descriptors: Student Interests, Creativity, Imitation, Learning Theories
Sahin, Muhittin – International Journal of Assessment Tools in Education, 2019
Assessments are conducted to determine the effectiveness of learning. One type of these assessments are formative assessment, which aims to fill the gap between the learner's present situation and the desired situation by giving feedback to learners. For this purpose, Classroom Response Systems can be used in large groups. Paper-based tests,…
Descriptors: Audience Response Systems, Formative Evaluation, College Freshmen, Student Attitudes
McDonald, Jason K.; Rich, Peter J.; Gubler, Nicholas B. – TechTrends: Linking Research and Practice to Improve Learning, 2019
The purpose of this study is to investigate how instructional design students perceive the informal, peer critique as an influence in their studio education. Our participants were students enrolled in beginning and advanced studio courses in the department of Instructional Psychology and Technology at Brigham Young University. Groups of 2-3…
Descriptors: Instructional Design, Peer Evaluation, Criticism, Feedback (Response)
Iles, Irina A.; Nan, Xiaoli; Ma, Zexin; Feldman, Robert; Butler, James; Wang, Min Qi; Zhao, Xiaoquan – Health Education Journal, 2019
Objective: Promoting smoking cessation through effective health messaging among African American smokers is of great urgency as African Americans suffer disproportionally more from smoking-related diseases compared to White smokers. This research examines the potential impact of self-affirmation on reducing defensive processing of graphic…
Descriptors: African Americans, Smoking, Disproportionate Representation, Health Behavior
Krammer, Georg; Pflanzl, Barbara; Mayr, Johannes – Assessment & Evaluation in Higher Education, 2019
Comparing self-perceived quality of teaching to students' perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison's…
Descriptors: Preservice Teachers, Preservice Teacher Education, Student Attitudes, Teacher Effectiveness
Jørgensen, Bente Mosgaard – Assessment & Evaluation in Higher Education, 2019
Quality in feedback processes rests on students' engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice, pointing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of…
Descriptors: Feedback (Response), Higher Education, College Students, Learner Engagement

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