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Full-Text Articles in Education
Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara
Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara
Doctoral Dissertations
Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in …
The Development And Validation Of The Emotion Knowledge And Awareness Test, Catherine A. Rossi
The Development And Validation Of The Emotion Knowledge And Awareness Test, Catherine A. Rossi
Doctoral Dissertations
The purpose of this study was to develop, test, and pilot a general outcome measurement tool that will allow educators to test young children’s knowledge of factors of emotional development: emotional identification and fluency, understanding situations where multiple emotions are present, understanding that others may feel differently in situations, and emotional regulation (CASEL, 2014). There are few assessments that reliably measure emotion knowledge in early elementary grades. The Emotion Knowledge and Awareness Test (EKAT) has been developed for kindergarten through second grade students to measure emotion awareness across two domains: knowledge and management. It was developed as a pre/posttest assessment …
Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur
Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur
Doctoral Dissertations
In order to effectively transport universal social and emotional learning (SEL) programs into natural settings, it is important to understand implementation barriers that may hinder the likelihood of successful outcomes (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The current study is primarily based on the notion that within the planning phase of implementation, few technically adequate assessment measures targeting both organizational capacity (OC) and provider characteristics (PC) for SEL programming actually exist. The purpose is to extend the SEL implementation assessment literature by developing a new rating scale designed to measure SEL implementation barriers (School SEL Capacity Assessment [SSCA]) and …
Investigating The Predictive Validity Of Three Measures Of Number Sense, Bethany Politylo
Investigating The Predictive Validity Of Three Measures Of Number Sense, Bethany Politylo
Doctoral Dissertations
Number sense has been identified as an important foundational skill in the development of later mathematics competence. Although number sense has historically been difficult to define in the educational literature, operational definitions of the construct typically consist of a collection of early numeracy skills or “number sense components” such as quantity discrimination, rote counting, and one-to-one correspondence. Consequently, assessments of number sense tend to measure a wide variety of these skills. The purpose of this study was to investigate the predictive validity of three measures of number sense: the Test of Early Numeracy (TEN), Number Sense Brief Screener (NSB), and …
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Doctoral Dissertations
Three universal screeners and nine progress monitoring probes from the Monitoring Instructional Responsiveness: Math (MIR:M), a silent, group-administered math assessment designed for implementation with an RTI Model, were administered to 223 fifth-grade students. The growth parameters of the overall MIR:M composite and two global composites (math calculation and math reasoning) identified significant variation in student growth, within significant linear and quadratic trajectories. However, there were significant differences in the nature of the growth trajectories that have applied educational implications. In addition, growth parameters across the three composites provided significant predictive potential when using the Tennessee Comprehensive Assessment Program (TCAP) Achievement …