The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models

For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept—a crucial psychological construct for several outcomes—across reading achievement levels. We use Programme for International Student Assessment 2018 data ( N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence–high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence–low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.

Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

Using TIMSS 2019 mathematics data, we investigated the variance in achievement within U.S. fourth and eighth-grade classrooms. Approximately 23% of students in a typical grade four classroom are expected to score at or below the low benchmark whereas 14% meet or exceed the advanced benchmark; these numbers are 35% and 14% for grade eight classrooms. Approximately 69% of grade four and 35% of grade eight classrooms included students across all four TIMSS benchmarks. About 68% and 37% of the variance lies within classrooms. Grouping students primarily based on age appears to yield classrooms with vast academic variability.

EFFECT OF IN-SERVICE TRAINING ON THE ATTITUDE OF PHYSICAL EDUCATION TEACHERS

The need for in-service training of physical education teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in their field. Absence of in-service training of physical education teachers will retard professional growth of teachers as well as missing gaps between demands and actual achievement levels. In-service training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions etc that are designed to develop and improve employees in an organization from the initial employment stage to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in service training of physical education teachers to promote their professional growth and development. Therefore, the focus of this paper is to have an overview and problems of in-service training of physical education teachers in Kulgam, Jammu Kashmir. Finally, relevant suggestions were put forward to achieve a better staff development programme aimed at helping teachers to update their knowledge, expertise, skills and competence in the teaching profession.

An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

Optimization of Learning Outcome Achievements in an Outcome-Based System

The conventional outcome-based system under the Washington Accord on the international equivalence of engineering education quality has paved the way for the accreditation of engineering courses in internal and external evaluation processes. This system is defined as a set of outcomes, including learning outcomes of the subject and the program outcomes. Recent findings indicated that learning outcomes of the issue and their achievement levels will be closely linked to enhancing the quality of education and helps taking strides in quality management. The main driving force behind this system and modern accreditation mechanisms is learning outcomes’ achievement levels. Due to the importance of learning achievements, in this paper, a mathematical optimization model is introduced. In this model, the objective function is formulated to maximize the mean of learning outcomes of the subject, and the decision variables are those of allocation weight for assessment items. In the proposed optimization problem, the model constraints are added as mathematical equations, which will form its solution space. Advanced Power System Analysis Subject from Bachelor of Electrical Engineering degree is selected to analyze learning outcomes optimization model. There are six learning outcomes designed for Power System Analysis 2 and 12 program outcomes for the Bachelor of Science in Electrical Engineering Program. Implementation of the optimization model on Power System Analysis 2 shows that the average level of learning achievement has improved from 53.1% to 57.5%.

The Effect of Museum Education Practices Integrated with Virtual Teaching Environments on Achievement Levels of Preschool Teacher Candidates during the Pandemic

In this study, the effectiveness of museum education practices integrated with virtual teaching environments during the pandemic on the achievement levels of pre-school teacher candidates was evaluated. The research was carried out using a mixed method. In the quantitative dimension, the success levels of teacher candidates for museum education practices were evaluated with the achievement test, and the data related to the qualitative dimension were evaluated with content analysis. Preschool teacher candidates (n = 30) participated in the study. In the research, for 5 weeks, museum education activities were carried out using virtual tour and second life museum applications in Vordun, Louvre and Art Nouveau virtual museums with the teacher candidates. The results obtained revealed that these activities increased the success level of teacher candidates regarding the practices. In addition, the results showed that the teacher candidates found the museum education practices integrated with virtual teaching environments highly effective. In addition, teacher candidates stated that an active teaching process can be created with virtual museum applications in museum education practices, and that learning can be embodied more easily.