ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Approach to Preventing Corruption in Indonesia: A Study of the TP4 in Central Java, Indonesia
Author: Pujiyono
Date: 2019-00-00
Type: Journal Articles
Subjects: Crime Prevention,Foreign Countries,Budgets,Compliance (Legal),Public Officials,Governance,Developing Nations,Audits (Verification),Deception,Public Administration,Law Enforcement,Lawyers,Program Administration,Supervision,Expenditures

This article scrutinises the Escorting and Safeguarding Team to Governance and Development (TP4), a newly established prosecutor task force in Indonesia appointed to supervise government projects. Its effects in curbing the corruption that has plagued said projects and boosting the budget absorption of the Indonesian government are also explored. The research is conducted as a quantitative case study to the works of the regional TP4 of Central Java during the period of January 2016 until July 2018. The TP4 was established by the High Prosecutor Office of Central Java in 2016. The findings of this study show that the establishment of the TP4 in Central Java has contributed to the exponential increase in budget absorption rates and has drastically reduced the level of corruption crimes. The research also shows that such achievements are due to the 2 roles played by the TP4: As a legal advisor, it extends exhaustive support mechanisms; as a legal inspectorate, it has exhaustive alternative legal settlement mechanisms. Hence, we contend that the TP4 has proven its efficiency in achieving 2 seemingly contradictory goals (i.e., curbing and preventing corruption while enabling bureaucrats to progress with their projects without fearing corruption indictment). However, we also acknowledge the limitations of this study, as only statistical data have measured the progress of the TP4. Because of this, we suggest that progress cannot be solely determined by numbers but also by indications of positive behavioural reform within the Indonesian bureaucracy. Thus, further research is required on this topic.
Reflections of Identity in Multimodal Projects: Teacher Education in the Pacific
Author: Cappello, Marva
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Preservice Teachers,Preservice Teacher Education,Multiple Literacies,Photography,Visual Aids,Story Telling,Technology Uses in Education,Self Expression,Self Concept,Cultural Awareness,Identification (Psychology),Samoan Americans

Contemporary societies, whether in the United States or the Pacific are overwhelmingly visual in character. Yet, schools at all levels continue to privilege written text as demonstrations of learning over any other form of communication. A visual curriculum has the potential to strengthen instruction across disciplines and offers students another way to express their knowledge. As a receptive mediator, images can provide support for students who may be new to school, or English, or otherwise in need additional scaffolding of verbal language experiences. Privileging visual texts as student demonstrations of knowledge may provide students an otherwise missing opportunity to express cultural knowledge and identity. Visuals can also improve learning outcomes by creating new opportunities for students to display their knowledge within and beyond the curriculum. Keeping that in mind, author Marva Cappello designed instructional opportunities for teacher education students to express their ideas through transmediated classroom experiences where visuals were integrated alongside traditional oral and written language forms. This article explores the ways visuals enabled student expression of curricular knowledge and personal identity in a master's level teacher education context in American Samoa. The following research questions guided the study: (1) In what ways did privileging visuals provide students with another way to express curricular understandings; and (2) How did the process of creating visuals mediate opportunities for learners to reflect and explore identity?
Responsive Teaching: A Narrative Analysis of Three Teachers&apos; Process and Practice
Author: Jones, Alexis
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Narratives,Classroom Techniques,Individualized Instruction,Teacher Behavior,Teacher Student Relationship,Elementary School Teachers,Grade 3,Grade 4,Grade 5,Teacher Effectiveness,Teaching Experience

Imagine a fourth grade classroom filled with 26 students all equally unique in their abilities, successes and challenges, talents, likes and dislikes. What is a teacher to do to meet all of their instructional needs? What about their behavioral, social, and emotional needs? Differentiated instruction (DI) is an approach to teaching that suggests planning for and then responding to the instructional needs of each and every student with a high-quality curriculum. Though DI is not a new term in educational settings, many teachers still struggle with the enactment of the suggested strategies. The goal of this study was to investigate teachers' decision-making strategies in high-poverty, heterogeneous classrooms. The intention was to see how teachers discussed responsive teaching as it related to academic instruction. However, the results of the teacher interviews and observations soon opened up a much different area of study, and the author began to realize that a study originally designed to investigate how teachers made instructional decisions had shifted because teaching decisions were constantly at play with each teacher's awareness of student's emotional needs. The author became aware that teacher attention to one type of need could not exist without their focused attention on the other. This article then begins with a discussion of the literature on differentiated instruction (DI) and closes with a discussion of the concept of an ethic of care in instructional practice. The study employed narrative case study techniques to document techniques and strategies used by three teachers in heterogeneous classrooms, and the articulated personal beliefs teachers held about learners and their decision-making processes. The two main research questions became: (1) What decisions do teachers make when meeting diverse needs in a heterogeneous classroom; and (2) What do teachers think responsive teaching really is?
Authentic Leadership in &quot;Madrassas&quot;: Asserting Islamic Values in Teacher Performance
Author: Bahzar, Moh.
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Moral Values,Secondary School Students,Leadership Styles,Teacher Effectiveness,Principals,Administrator Attitudes,Teacher Attitudes,Secondary School Teachers,Ethics,Advocacy,Trust (Psychology),Decision Making,Communication Skills,Educational Practices,Educational Background,Teacher Competencies,Educational Experience,Educational Change,Foreign Countries

This study examines the authentic leadership practices in Islamic secondary schools in East Kalimantan, Indonesia and elaborates on leadership styles for teacher performance. A survey method using quantitative approach was applied in this study. Descriptive statistics and t-test were used to analyze data. This study assigned 30 principals and 60 teachers as the respondents. In addition, 5 kinds of questionnaire were used to collect data. The results show that the authentic leadership and its components -- including self-awareness, an internalized moral perspective, relational transparency, and balanced processing--have been practiced by the principals and teachers in Islamic Secondary Schools. Authentic leadership applied in MA is better than those in MTs. The authentic leadership has been internalized in the teaching of Prophet Muhammad in terms of &quot;sidiq&quot; (truthful), &quot;tabligh&quot; (advocacy), &quot;amanah&quot; (trustworthy), and &quot;fatonah&quot; (wisdom) as the core values in the daily school community practices. Teacher performance evidently improves with involvement in decision-making, communication processes, and the delegation of authority. Differences appear in practice, that MTs principals demonstrate less competency than senior counterparts because of their relative educational backgrounds and experiences. This study is limited in that it used non-probability sampling implying that the results cannot generate any context. This study originates in Islamic schools in Indonesian context that school reform is now in the process of change.
Developing Creative Potential of a Schoolchild by Means of Native Language
Author: Kayumova, Gelyusya
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Literature,Native Language Instruction,Teaching Methods,Standards,Creative Thinking,Textbooks,Turkic Languages,Languages,Content Analysis,Teacher Role

The paper discusses the issues of developing schoolchildren's creative potential in Tatar and Kazakh languages and literature classes. The authors define the environmental conditions, including the educational environment, as an important condition for the development of creativity and innovative thinking. According to the Federal State Education Standards (FSES), schooling should be focused on simultaneous achieving subject, meta-subject, and personal results. The authors consider developing creative potential as a process aimed at formation of personal results since the ability to think outside the box can be viewed as a personal quality contributing to self-determination in a profession and as a person. The study shows that modern textbooks of Tatar and Kazakh languages and literature focus on the actualization of creative thinking. At the same time, the authors emphasize that a textbook is only a crutch, while teacher's creative understanding of the tasks proposed in textbooks and methodological guidelines play a much greater role.
Examining the Relevance of Indonesian Vocational High School Career Outcomes to the Labor Market
Author: Hambali, IM
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,Education Work Relationship,Labor Market,High School Graduates,Employment Patterns,Income,Vocational Education,Job Satisfaction,Quality Assurance,Partnerships in Education,Entrepreneurship,Career Guidance

When coping with the tight competition in the Asian Economic Community, career guidance from educators can be very beneficial to students. This research looks at vocational high schools in Pasuruan, East Java, Indonesia and aims to: see the attainments of vocational school graduates in labor markets, analyze guidance-counseling program to bridge students' student's outcome and labor market, and the partnership systems for connecting with their stakeholders as users of labor. This research employed mixed qualitative and quantitative methods with an explorative survey. The findings reveal that graduates achieve successful attainment in labor market in three areas: variety of jobs, satisfied standard competence in job market, and satisfied income. However, in preparing production markets, most schools lack: loyal customer bases for production outputs, marketing networks, and show rooms; adequate promotional efforts for their production outputs; personnel for quality assurance activities, resulting in graduates being unprepared for employment; and adequate industry support for production, such as by outsourcing production to schools' production units. Half of schools have employed liaison officers to seek orders from industrial partners or companies for joint production, and such staff have been key in empowering school committees to enlarge their partnership networks.
Home Visit Effectiveness on Students&apos; Classroom Behavior and Academic Achievement
Author: Ilhan, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Home Visits,Student Behavior,Academic Achievement,Program Effectiveness,Teacher Student Relationship,Parent Participation,Teacher Attitudes,Family Involvement,Hispanic American Students

Home visits have a large influence on the academic achievement of students and the relationship between teachers and students. The purpose of the study was to investigate the effectiveness of home visits on students' academic success and behavior in the classroom. This study investigated the parent involvement of the students who were visited by teachers compared to students who were not visited by teachers. An explanatory mixed research method was used to determine the influence of the home visits on the academic achievement and classroom behavior of students compared to students whose homes were not visited. The first phase of the study was a survey instrument to measure the perspectives of teachers regarding the academic success and behavior of students. The second phase of the study included interviews with teachers to investigate their perceptions of the home visits. The total sample size of the study was 128 for the survey, and 10 of the 128 later participated in interviews. The results of the study indicate that home visits and family engagement have positive impacts on students' academic achievements and attitudes in school. The results of the study are applicable broadly in education and can assist teachers in improving the academic performance of their students.
Mistranslation and Maltranslation in a Medical Website: Evidences from Dorland&apos;s Medical Dictionary
Author: Dharmawan, Ruben
Date: 2019-00-00
Type: Journal Articles
Subjects: Dictionaries,Medicine,Web Sites,Computer Software,Computational Linguistics,Translation,Case Studies,Definitions,Focus Groups,Physicians,Clinical Diagnosis,Diseases,Prevention,Patients,Discourse Analysis,Error Analysis (Language),Health Promotion,Error Patterns,Sentences,English (Second Language),Indonesian

This study examines the quality of entry translation in Dorland's Medical Dictionary (DMD) containing mistranslation and maltranslation. This embedded-case study used DMD human-based and website mistranslation leading to maltranslation. The purposively selected data were 111 tropical medicine related the entries and its definition inserted in the &quot;Kamus Kedokteran Dorland Edisi 31&quot; and the website translated by Google Translate. The translation techniques and assessment of the quality were processed in a Focus Group Discussion. The rational how a mistranslation raised maltranslation was based on the basic medical science when a doctor examined, diagnosed, treated, promoted and prevented diseases for the benefit of patients. Findings show that 111 entries made up of 158 human-based translated sentences are composed of 2816 units of translation, and the 162 Google Translate sentences for 3054 units. There are 18 translation techniques in human-based translation, 16 in Google Translation, 80 mistranslations leading to 57 maltranslations causing incorrect diagnosis, mistreatments, and misdirection of health promotion and prevention of disease. Of 40 tokens, maltranslation occurs 32 times and human-based translation 25 times, implying low quality of the translation that requires improvement of the definition, word entries, and sentences in the website.
Developing Language to Communicate Privacy and Confidentiality Protections to Potential Clinical Trial Subjects: Meshing Requirements under Six Applicable Regulations, Laws, Guidelines and Funding Policies
Author: Ennever, Fanny K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Privacy,Confidentiality,Language Usage,Research,Ethics,Informed Consent,Medical Research

Clinical trials must address a number of laws, regulations, and other sources of requirements when communicating privacy and confidentiality protections to potential participants. This article outlines relevant requirements from Common Rule regulations, Food and Drug Administration regulations, Health Insurance Portability and Accountability Act regulations, International Council for Harmonisation guidelines, the Confidentiality of Substance Use Disorder Patient Records statute, and Certificates of Confidentiality provisions under the 21st Century Cures Act. A consent form template is presented as one example of language that incorporates all of these requirements in an integrated manner that addresses some of the tensions among the various requirements.
Grant Proposal Preparation Readiness: A Glimpse at the Education Level of Higher Education Faculty
Author: Shuman, Kristin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grants,Grantsmanship,Program Proposals,Proposal Writing,Writing Instruction,College Faculty,Graduate Study,Informal Education,Faculty Development

The national need for higher education research has increased over the years with the growth of societal issues. Funding for this research is often acquired through competitive grant proposals due to the lack of internal funding in most universities. The skills required to write the grant are sometimes lacking and represented in current literature as a barrier to attaining grants. Informal grant proposal education often comes in the form of &quot;learn as you go&quot; or through unstandardized online tools or communications. Formal grant proposal education, often presented in undergraduate or graduate education, or through formal grant-funding organization workshops, are often mentioned in current literature as a way to increase the opportunity for a successful grant application. According to the literature, there was a need to determine the current status of grant proposal education. The purpose of this study was to determine whether, and how, higher education faculty members have been educated on how to seek out and apply for external grant funding, and whether or not the area of study they specialize in influences formal versus informal grant proposal writing education for faculty members. According to the results, faculty are educated both formally and informally in various settings, the discipline was significantly related to type of grant proposal education received, and informal education, rather than formal grant proposal preparation, tended to be more successful in number of grants and total dollars attained for this sample of the population.
Raising Students&apos; Awareness of Social Justice through Civic Literacy
Author: Bentahar, Adil
Date: 2019-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Social Justice,Student Participation,Social Change,Foreign Countries,Literacy,Civics,Critical Thinking,Student Attitudes,Program Evaluation,Problem Solving,Local Issues,Social Responsibility,Citizenship Education,Elementary Secondary Education

This research study measured the impact of Project Citizen on Moroccan students' civic literacy. Project Citizen (PC) is a community problem-solving curriculum which has been implemented in more than 80 countries worldwide. Using mixed methodology, the authors examined the extent to which students' participation in PC had an impact on developing their civic knowledge, skills, and dispositions, and whether it fostered a commitment to social justice in them. Results indicated that participation in PC increased perceptions of efficacy regarding students' impact on policy as well as their ability to think critically about important local issues. Students also reported a heightened sense of responsibility to address societal problems as well as a need to respect divergent opinions. In regards to issues of social justice, participants indicated that participation increased their commitment to addressing issues of injustice as well as contributing to positive societal change.
The Effect of Analogy Variations on Academic Writing: How Indonesian EFL Students Perform with Different Cognitive Styles
Author: Sujito
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Language,Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Outcomes of Education,Oral Language,Written Language,Figurative Language,Foreign Countries,Research Training,Teaching Methods,Writing (Composition),College Students

This study examines the effects of applying two different forms of analogy, namely written and oral analogy, while also considering learners' cognitive styles, on students learning outcomes for a research course in English as a Foreign Language. The cognitive style was used in this study as a moderator variable. This study used an experimental design with a 2x3 factorial design. Two classes of slower learners each comprised 30 students, who were assigned into three smaller groups according to their cognitive styles (i.e. field-independent, neutral, and field-dependent cognitive styles). The six groups were delivered teaching over four meetings. ANOVA was used to analyse the data and test the hypotheses. The results show that subjects given oral analogy achieved better learning outcomes than those who received written analogy. In addition, subjects with the field-independent cognitive style exhibited greater learning achievement that those with the neutral and field-dependent cognitive styles. There was no significant interaction between the different analogy types and subjects' cognitive styles in the results of the research course.
Pragmatic Forces in the Speech Acts of EFL Speakers at &quot;Kampung Inggris&quot;, Indonesia
Author: Mukhroji, Muhamd
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Linguistic Theory,English (Second Language),Second Language Learning,Second Language Instruction,Advanced Students,Language Proficiency,Classroom Environment,Dining Facilities,Camps,Religion,Foreign Countries

This study examines the kinds of speech acts that are performed by EFL learners at &quot;Kampung Inggris&quot;, Kediri, Indonesia and the reasons behind them. The Speech Act Theory put forward by Austin (1962) and Searle (1969) emphasizes locutionary acts, where five categories of speech acts (i.e. directive, expressive, declarative, assertive, and commissive) are the focus of investigation. This study selected 75 students and 12 teachers for its sample. Advanced-level proficiency students were observed in four settings: a classroom, a café, in the temple, and an English base camp. The results show how pragmatic forces manifest in directives (e.g. commands, requests, advice) at 35.3%, expressives (e.g. greetings, thanks, and congratulations) at 25.9%, declaratives (e.g. baptising someone, pronouncing someone guilty) at 13.9%, assertives (e.g. statements, explanations) at 12.9%, and commissives (e.g. promises, threats, and agreements) at 12%. The problems students experienced with speech acts concerned the modeling of speech acts, a lack of competence with performing various speech acts, poor strategies for selecting and using a certain speech act, and less exposure to, and awareness of, using pragmatic competence.
Preparing Urban Youth to Live-Up to Their Civic Promise? Evaluating Youth Positionality of Civic Engagement Using an Arts-Based Instrument
Author: Maguth, Brad M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Youth,Citizen Participation,Civics,Citizenship Education,Culturally Relevant Education,Grade 3,Grade 4,Grade 6,Grade 5,Grade 7,Research Methodology,Ethnography,Cultural Relevance,Visual Arts,Elementary Secondary Education,Self Concept,Identification (Psychology),Academic Achievement,Life Style,Well Being,Freehand Drawing

Additional research is needed on ways in which urban youth report their civic engagement. Existing research indicates that federal legislation has resulted in reduced instructional time and resources in social studies and civic education in many states, which has led to a civic education opportunity gap that resonates through many urban communities (Kahne, 2008; Maguire, 2007). This intrinsic case study explored how third through seventh-grade urban youth (N=544) positioned civic engagement in a constructed &quot;significant circle,&quot; an employed arts-based data collection instrument. Findings indicated that 3% of the students included at least one idea related to civic engagement and responsibility in their circle, and less than 1% of the students demonstrated balance across three program goals that included civic engagement, academic success, and leading a healthy lifestyle.