ISLE Research Publications

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    Exploring the career development challenges and expectations of international students during the COVID-19 pandemic
    (STAR Scholars Network, 2024) Li, Jason; Liu, Xun; Mullins, Philip
    In this study, the interrelations between locus of control, perceived social support, career decision self-efficacy, and career outcome expectations among international students in the United States during the COVID-19 pandemic was investigated through the lens of Social Cognitive Career Theory (SCCT). Based on structural equation modeling, data from 194 international students at a large Midwestern research institution in the United States. revealed that career decision self-efficacy plays a significant mediating role in the relationships between age, locus of control, and career outcome expectations. These results provide valuable insights into the career development process of international students during a global pandemic. The implications of these findings and directions for future research are thoroughly discussed. © 2024, STAR Scholars Network. All rights reserved.
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    Program evaluation
    (Taylor and Francis, 2024) Hennessey, Maeghan N.; Herron, Jason P.; Snoddy, Reginald B.
    This chapter introduces program evaluation as an alternative to traditional research paradigms. Though the methods used can be the same, program evaluation is uniquely suited for situations when an evaluator's interest is about effectiveness of a specific program. An emphasis on the importance of communication with and the involvement of stakeholders also distinguishes program evaluation from other educational research endeavors. An overview of the components and processes of setting up a logic model to operationalize the theory of action undergirding the program is provided. This is followed by descriptions of differing phases of program evaluation (i.e., needs assessment, formative evaluation, process evaluation, and summative evaluation). Information regarding communicating evaluation results to stakeholders is given, followed by ethical considerations unique to the program evaluation process. Examples from a Case Study are provided throughout the chapter. © 2021 Taylor & Francis Group.
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    Examination of the factors social TV acceptance among Arab students
    (Springer Science and Business Media Deutschland GmbH, 2024) Habes, Mohammad; Safori, Amjad; Darwish, Abdul-Rahim Soliman; Bdoor, Suhib Yousef; Alsabatin, Hala Y.; Kanan, Mohammad A.
    Social TV is a new media platform that allows users to watch television shows and movies together with friends and family online. It has the potential to revolutionize the way that people watch television, but it is still in its early stages of development. This study examines the factors that influence social TV acceptance among Arab students. A survey was conducted among Arab students in the United Arab Emirates to collect data on their social TV acceptance and the factors that influence it. The survey used a Likert scale to measure the respondents' level of agreement with statements about social TV. The data collected from the survey was then analyzed using statistical methods On a sample of 100 students, the results of the study shown the relationship between Cultural values with Interdependence, Social norms with Interdependence, Cultural values with Perceived Ease of Use, Social norms with Perceived Ease of Use, and Media consumption habits with Perceived Ease of Use. Use, Interdependence and Acceptance of Social TV resulting from students' follow-up to social TV. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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    Level of practice of primary stage female teachers in Al-Rusayfah District regarding general principles of achievement tests
    (Springer Science and Business Media Deutschland GmbH, 2024) Al-Mawadieh, Reda S. M.; Al-Ja'afarah, Abdul Salam; Shandi, Youssef Abu; Malouh, Ibtissam Abu; Alsabatin, Hala Y.; Elrashidi, Ali
    The present study aims to determine the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests in Al-Rusayfah district, as well as to investigate the impact of their academic degree on their level of practice of the general principles of achievement tests. The study population consisted of primary stage teachers in Al-Rusayfah district for the first semester of the academic year (2021'2022), totaling 327 teachers. The sample was randomly selected with a proportion of 0.315% of the population, resulting in a sample size of 50 teachers. In order to collect data for the study, a research tool was prepared, which was a questionnaire consisting of 36 items. It aimed to measure the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests in Al-Rusayfah district. After analyzing the study results, it was found that the average score for the level of practice of female teachers in the first primary stage during the test construction phase was 33.18%, indicating a high percentage. The average score for the administration and application phase was 32.1%, indicating a moderate percentage. However, the correction, analysis, and interpretation phase had the lowest average score of 25.88%, indicating a low percentage. Furthermore, the results indicated that there were statistically significant differences at a significance level of (????0.05) in the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests, attributed to the variable of academic degree. Based on the study findings, the researchers recommend conducting training courses for teachers, especially those with a bachelor's degree, to prepare test specifications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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    Systematic review and meta-analysis of the implementation and effectiveness of spelling instruction and intervention
    (John Wiley and Sons Inc, 2024) Petersen-Brown, Shawna; Kromminga, Kourtney
    It is important for students to develop spelling skills, and spelling skills have been found to benefit the development of reading and writing skills. Past reviews and meta-analyses supported the effectiveness of spelling instruction at improving a variety of academic outcomes including spelling, reading, and writing. This review and meta-analysis contributes to this research and extends the current research on the impact of implementation characteristics on effectiveness. This review and meta-analysis included 81 studies (43 group design and 38 single-case design [SCD]). The meta-analysis indicated an average effect of spelling instruction and intervention that was small in the group design research (g = 0.319) and moderate in the SCD research (Tau-U = 0.578). Implementation and methodological characteristics were described, and the nature of the comparison conditions and dependent variable were identified as potential moderators. A significant sample of research represented a range of participant samples, implementation characteristics, instructional practices, and methodological attributes. These results suggest that experimental spelling approaches are generally a modest improvement on existing approaches and that little research has investigated the effectiveness of some best practices, including practices that support individualization of spelling instruction. © 2024 Wiley Periodicals LLC.