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Showing 1 – 8 of 8 results.

Self-published

AI-Supported Inquiry, AI Literacy, and Authentic Performance Among Preservice Teachers in Central China, 2024 (ICPSR 306435)

Released/updated on: 2026-06-03

Geographic coverage: Jiangxi, China

Time period: 2024-09-01--2024-12-31

This study examined the effects of QUEST+AI, an AI-supported inquiry model, on AI literacy and authentic performance among preservice teachers in Central China. The study used a nonequivalent-groups, quasi-experimental pretest–posttest design with two intact sections of an undergraduate Educational Research Methods course at a public university. Ninety-five preservice teachers participated, including 52 students in the experimental group and 43 students in the comparison group. Both groups received the same face-to-face course instruction over a 10-week period. The experimental group completed two QUEST+AI inquiry cycles with coached use of generative artificial intelligence, while the comparison group completed conventional homework assignments.

The data include participant demographic variables, pretest and posttest responses to a multidimensional AI literacy questionnaire, AI literacy total and subscale scores, final research proposal scores, and group assignment indicators. AI literacy measures cover use and application of AI, knowledge and understanding of AI, AI detection, AI ethics, AI creation, AI-supported problem solving, AI persuasion literacy, and AI emotion regulation. Authentic performance is represented by scores on a final educational research proposal, evaluated with a common rubric by two independent raters. The dataset also includes variables used in the study’s comparative analyses, including group condition, pretest scores, gender, grade level, age, and major.

Self-published

Replication Data and Materials for "How Do Schools React? Making Sense of Organizational Responses to Accountability Pressure": Urban Schools in Chile, 2018–2020 (ICPSR 303828)

Released/updated on: 2026-06-02

Geographic coverage: Valparaíso, Chile, Santiago Metropolitan, Chile, Concepción, Biobío, Chile

Time period: 2018-01-01--2020-12-31

This deposit contains the replication data and materials associated with the article “How Do Schools React? Making Sense of Organizational Responses to Accountability Pressure.” The study examines how schools in Chile respond to performance-based accountability (PBA) in a highly marketized education system. The quantitative component draws on survey data from teachers (n = 1,130) and school leaders (n = 200) in 79 urban schools located in the metropolitan areas of Santiago, Valparaíso, and Concepción. The qualitative component includes semi-structured interviews with school leaders (n = 23) and teachers (n = 28) from 15 urban schools in Santiago’s Metropolitan Region, complemented by documentary analysis. The materials document school responses to accountability pressure, including teaching to the test, curricular alignment, resource redistribution, data use, and actors’ beliefs about the fairness, validity, and pressure associated with standardized testing and accountability policies. The deposit is intended to support transparency, verification, and reuse of the study’s analytic procedures and findings.

Curated

Restricted

In inductive category learning, people simultaneously block and space their studying using a strategy of being thorough and fair (ICPSR 36999)

Released/updated on: 2018-02-16

The dataset included in this study was used for the article, "In inductive category learning, people simultaneously block and space their studying using a strategy of being thorough and fair", which will appear in the journal Archives of Scientific Psychology. The study data was collected through two levels of experiments that involved memory tests for each participant. There is one file for the first experiment, and two files for the second experiment. The coded memory tests gathered information on response accuracy, time trials, spatial and blocking methods of participants and coders, and massed responses of the participants.

Self-published

Reliability of Objective Assessment Methods for Outcome-based Assessment of Surgical Skill (ICPSR 100263)

Released/updated on: 2016-09-14

Time period: 1978-01-01--2014-12-31

Outcome-based training as recommended by the Institute of Medicine will necessitate high stakes assessments that are valid and reliable. The current project critically evaluates the reliability of objective assessment instruments for the assessment of technical surgical skill for high stakes decisions. We systematically searched Scopus (including MEDLINE) and Pubmed, and key publications through December, 2014. This included original studies that evaluated inter-rater reliability of assessment instruments for the objective assessment of technical skills. Two reviewers independently extracted information on assessment instruments, reliability indices, participants, sample sizes, assessors, assessment situations, tasks performed and the magnitude of the reliability statistic.

Curated

Consequences of Introducing Educational Testing in Northern Ireland, 1973-1977 (ICPSR 7790)

Released/updated on: 2010-06-04

Geographic coverage: United Kingdom, Northern Ireland, Global

Time period: 1973-01-01--1977-12-31

This dataset includes test scores for over 40,000 students in 175 Irish primary schools that were selected and randomly assigned to a variety of testing treatments as part of a four-year study. The goal of this research effort was to assess the effects of standardized tests and test results on teachers, students, and parents, as well as on school policy. Northern Ireland was chosen because of its developed educational system (in which the English language is used) and its prior lack of standardized testing. During the course of this study, three main testing treatments were implemented in all classrooms in each primary school: (1) no testing was done, (2) norm referenced ability and attainment testing was done in basic curricular areas (English, Irish, and mathematics), but pupil performance data were not returned to the teachers, and (3) norm referenced ability and attainment testing was done, and pupils' raw scores, percentiles, and standard scores were returned to teachers. This dataset contains the norm referenced test scores gathered over the course of the four-year study for each of eight primary age-group cohorts. Parts 1-6 contain scores from students who were in grades 1-6, respectively, during the first year of the study. Part 7 contains scores from students who were in grade 2 in the fourth (last) year of the study, and Part 8 contains the scores from students who were in grade 3 during the last year of the study. Background variables for each student (e.g., treatment group, school type, sex served by school, location of school, size of school, type of administration of school, school identification number, and student's sex) are also included.

Curated

National Assessment of Educational Progress: 1987 High School Transcript Study (ICPSR 2256)

Released/updated on: 2006-01-18

Geographic coverage: United States

Time period: 1985-01-01--1986-12-31

The National Assessment of Educational Progress (NAEP) is a federally-funded, ongoing, periodic assessment of educational achievement in the various subject areas and disciplines taught in the nation's schools. Since 1969, NAEP has gathered information about levels of educational achievement of 9-, 13-, and 17-year-olds across the country. In the fall of 1987, high school transcripts were collected from 34,140 students attending 433 schools that had previously been sampled for the National Assessment of Educational Progress (NAEP) in 1986. The sample of students for the transcript study included both handicapped and nonhandicapped students who in 1985-1986 were enrolled in the 11th grade and/or were 17 years old. Approximately half of the sampled students had participated in NAEP assessments in 1986. The 1987 High School Transcript Study also collected school-level information such as course lists, graduation requirements, and the definition of units of credit and grades. Student information included sex, grade level, age, graduation status, and race/ethnicity. The following additional information was gathered for handicapped students: handicapping condition, severity of cognitive, psychosocial, and physical limitation, reading and mathematics grade level (teacher estimate), placement in mainstream, resource, and self-contained classes, and receipt of selected services.

Curated

Federal Employee Attitude Survey, September-October 1983 (ICPSR 6034)

Released/updated on: 1993-10-11

Geographic coverage: United States

Time period: 1983-09-01--1983-10-31

This survey was undertaken to obtain information on the attitudes and perceptions of federal employees on a broad range of topics related to their jobs, government personnel programs, and legislation. Questions covered employees' attitudes towards job satisfaction, satisfaction with their organizations, awareness of a new performance appraisal system and opinions on its effectiveness and fairness, the link between performance and reward, merit pay, pay and benefit comparability with the private sector, civil service retirement, health benefits, and relations between career and noncareer executives.

Curated

National Assessment of Educational Progress [United States], 1970-1980 (ICPSR 8072)

Released/updated on: 1992-02-16

Geographic coverage: United States

Time period: 1970-01-01--1980-12-31

The National Assessment of Educational Progress (NAEP) is a continuing survey of the knowledge, skills, and attitudes of young Americans. Each year during the period 1970-1980, 75,000 to 100,000 persons were assessed in the following learning areas: reading, reading/literature, mathematics, science, and citizenship/social studies. Data are presented for 9-year-olds, 13-year-olds, and 17-year-olds for the academic years 1970-1971, 1972-1973 to 1977-1978, and 1979-1980, in the form of "Booklet" files. At the school level, background variables include the region, census division, type and size of community, occupation mix of attendance area, grade range, racial composition, total enrollment, and Title I eligibility. At the respondent level, items cover age, sex, race, parents' education, and reading materials in the home. From the school year 1972-1973 on, regional migration variables are included for the older age groups. From 1975-1976 on, 17-year-olds were asked a number of additional background questions, including their homework and TV viewing habits, languages spoken in the home, racial/ethnic heritage, and household possessions.