ethanporcaro/eric-fulltext-meta huggingface dataset:
The Accuracy and Shortcomings of Google Translate Translating English Sentences to Indonesian
Author: Sutrisno, Adi
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,English,Indonesian,Accuracy,Sentences,Foreign Countries,Computational Linguistics,Grammar,Morphemes,Verbs,Form Classes (Languages),Nouns

Google Translate is a free and practical online translation service that allows millions of people around the globe to translate words, phrases, sentences, and paragraphs into an intended target language. However, in 2015, some Google Translate users in Indonesia, filed complaints, asserting that the machine was often inaccurate, speculating that it could only translate languages at the micro-level of words and phrases, rather than complete sentences or paragraphs. This research works to examine the accuracy as well as the shortcomings of Google Translate, in the context of English to Indonesian translations, in order to critically engage the complaints made by Google users. For the purpose of this study, 80 English sentences were translated using Google Translate and assessed for accuracy using a table adapted from Memsource criteria. Both the original sentences and their translated versions were analyzed using a sentence pair matrix to determine the machine's failings and areas for improvement. The results challenged those initial speculations which suggested Google Translate is only effective with words and phrases. On the contrary, Memsource proved to be a useful tool in demonstrating a reasonable level of accuracy, accurately translating 60.37% of Indonesian-English sentences and vice versa.
Effects of Principal&apos;s Gender, Leadership, and Teacher&apos;s Certification Type on Teacher Self-Efficacy
Author: Ford, LaShonda
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Teacher Certification,Teacher Effectiveness,Self Efficacy,Classroom Techniques,Teacher Characteristics,Age Differences,Gender Differences,Ethnicity,Racial Differences,Teaching Experience,Tenure,Self Concept Measures,Elementary Secondary Education

This quasi-experimental vignette study investigated if principal's leadership style and gender and teacher's certification type affect teacher's classroom management self-efficacy. A 3-way ANCOVA was conducted to determine if teachers' classroom management self-efficacy differs based on certification pathway, principal's gender, and leadership style after holding the teacher's gender, age, ethnicity, assignment type, and total years of experience constant. The analysis revealed no statistically significant main effects of certification type and principal's gender. However, the ANCOVA indicated a statistically significant difference based on leadership style: teacher's self-efficacy was higher when principal was described as supportive rather than directive.
Excellent Leadership Theory in Education
Author: Kiral, Erkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Qualities,Elementary Secondary Education,Leadership Styles,Leadership Responsibility,Teacher Empowerment,Administrator Role,Administrator Qualifications,Educational Improvement,Excellence in Education,School Culture,Administrator Characteristics,Administrator Behavior

In the 21st century, policymakers and educators agree that improving the quality of K-12 education requires effective leadership practices and collaborative efforts. Particularly, research has shown that a leadership approach that focuses on a continuous improvement can achieve impressive results. Successful leaders empower teachers to be the best they can be in their own classrooms and they able to extend their leadership to others so every faculty can lead positive changes. Even though there are many effective school leaders who show excellent leadership behaviors for ongoing student achievement, these leadership practices and their leadership approaches have not been empirically or theoretically conceptualized. This study claims that employing a concept of &quot;Excellent Leadership of School Administrators&quot; as a new leadership approach may potentially be used to increase K-12 student achievement through continuous improvement and systemic partnership. This literature review and conceptual study is designed to fill the gap in understanding excellent leadership practices and behaviors for ongoing effort to improve student outcomes. [Note: The volume number (1) and issue number (2) shown on some pages of the PDF is incorrect. The correct citation for this article is v4 n1.]
How to Develop Adult Educators&apos; Technological and Andragogical Knowledge: A Case Study in a Private Night High School
Author: Aksoy, Afra Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Educators,Andragogy,High Schools,Private Schools,Evening Programs,Educational Technology,Learning Theories,Adult Learning,Knowledge Level,Teacher Competencies,Technology Integration,Teaching Methods,Technology Uses in Education,Faculty Development,Needs Assessment,Social Media,Teacher Attitudes,Program Effectiveness,Foreign Countries

The purpose of this study was to make the teachers in a particular private night high school participate in a School Based Professional Development program for their needs in educational technologies and adult learning theory so that the effectiveness of teachers in Private Night High Schools could improve. This was a case study including quantitative and qualitative data collected through Principles of Adult Learning Scale, Questionnaire of Educational Technologies, classroom observations, group meetings, and interviews. It was unfolded that knowledge level of teachers in terms of educational technologies was very low, and classroom use level of them was even lower. It was also revealed that those teachers had problems in adult learning theory. The findings of classroom observations and group meetings were consistent with the above-mentioned results. After needs assessment process, professional development (PD) programs on social media in teaching and adult teaching practices were developed and implemented in the target school. The teachers were asked about their views related to the whole process, and they acknowledged that they found it both informative and beneficial. [Note: The volume number (1) and issue number (2) shown on some pages of the PDF is incorrect. The correct citation for this article is v4 n1.]
Preparing Suburban School Leaders to Recognize Everyday Narratives That Promote Opportunity Gaps
Author: Preis, Deirdra
Date: 2020-00-00
Type: Journal Articles
Subjects: Suburban Schools,Leadership Responsibility,Equal Education,At Risk Students,Beliefs,Social Bias,Decision Making,Barriers,Educational Opportunities,Achievement Gap,School Culture,Leadership Training,Administrator Qualifications,Racial Bias,Minority Group Students,Teacher Expectations of Students,Teacher Attitudes,Student Placement,Culturally Relevant Education,Ability Grouping,Track System (Education),Elementary Secondary Education

The ability of school leaders to recognize and confront marginalizing narratives that prevent equitable access and outcomes for their historically underserved student populations is critical to transforming their schools. This article is designed to build the leadership capacity of suburban school leaders to intervene in inequitable practices by leading them through an exploration of eight beliefs and assumptions - and the problematic decisions often prompted by them - that have been identified in the literature as barriers to the academic and post-secondary advancement of historically underserved student populations attending suburban schools.
The Cyclical Fluctuation of U.S. Public Higher Education Institutions Establishment Impact by the Kandretieff Cyclical Wave
Author: Shi, Yuewei
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Colleges,Economic Climate,Educational Trends,Educational History

In the past several centuries, 566 public four-years higher education institutions were founded in the United States. Meanwhile, the expansion of higher education and economic development has been apparent across the U.S. higher education history. This study provided a detailed comparative look at Braudel's (1972) long term theory that explores the relationship between the cycle of public colleges' and universities' establishments and socioeconomic environments. The result shows that the rise and fall trends of public higher education development are closely associated with the economic environment in the U.S. It is expected that this research could help higher education policymakers and administrators better understand the functions of the economic environment on higher education development and encourage them to make feasible decisions of higher education development to adapt to the economic environment.
How Nature Walk Program Affects the Behavior of Children with Learning Disabilities
Author: Floresca, Jocelyn Alberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Natural Resources,Learning Disabilities,Child Behavior,Intervention,Mild Disabilities,Autism,Pervasive Developmental Disorders,Down Syndrome,Program Effectiveness,Students with Disabilities,Outdoor Education,Foreign Countries,Preadolescents,Early Adolescents,Social Development,Physical Activities

Experience with nature is particularly known to influence a person's health and wellbeing. This case study identified behavioral changes in children with learning disabilities who underwent the Nature Walk Program. An intervention tool designed to let the participants experience nature activities. The study's participants have cases of mild autism and down's syndrome. Undergoing the Nature Walk Program resulted in the increased positive desire to participate in succeeding intervention sessions, improvement in their memory level, and awareness and sensitivity to the natural surroundings. All of these led to positive behavioral changes. Another important factor found in the success of the program as an intervention tool is the facilitators' knowledge in handling the activities, which helps in the success of this endeavor. The study's intervention tool hopes to be a model and instrument in affecting participants' awareness of themselves with the aid of the natural environment through carefully selected outdoor activities. As a conclusion, utilizing the natural environment can also affect emotional behavior, social relationships, and the actual state of mind of children with learning disabilities.
Memes on the Evolution of Derivative Architecture Design
Author: Martosenjoyo, Triyatni
Date: 2020-00-00
Type: Journal Articles
Subjects: Architecture,Building Design,Plagiarism,Foreign Countries,Universities,Motivation,Self Actualization

Through genetic tracing, the origins of a person and who their ancestors are can be traced scientifically even though over time their genes have evolved following ecological changes. Likewise, a person's ideas can be traced where the origin comes from through memetic tracing. This article discusses case studies in several works which are assumed to be works of design product plagiarism at one of the famous universities in Indonesia. The plagiarism process is investigated through tracking changes in their memes. The research method was carried out by investigation. Data collection and analysis through field studies and in-depth interviews with participants who are actors and users of plagiarism products. The research was conducted in 2017. The results showed that plagiarism resulted in degradation of physical and visual qualities, visual disguises for the purpose of copycat self-actualization, and a sense of innocence from them.
Rhetorics in/of English Language Education in India: A Case of Digital Natives in Higher Education Programs
Author: Vijayaraghavan, Arya Parakkate
Date: 2020-12-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Policy,Undergraduate Students,Urban Areas,Student Attitudes,Rhetoric,Evaluation Methods,Course Descriptions,Teaching Methods,Program Implementation,Majors (Students),Information Technology,Handheld Devices,Telecommunications,Course Evaluation,Critical Reading

The study briefly analyzes the ELT situation in India which is replete with challenges emerging from the lack of engagement with the phenomenon of digitality that further shapes the existing nature of learning and the needs of the learner. After locating the position of English Language in the new education policy of India, the paper discusses the General English (GE) courses offered at undergraduate level at the city of Bangalore in India, thereby shedding light on the existing gaps between policy and practice. It is based on this conjecture that the paper suggests the possibility of introducing rhetorical practices in GE courses at undergraduate levels in various institutions in urban India. In order to substantiate this suggestion, the results of a survey conducted with the learners (N=359) of a GE course based on rhetorics at a Southern Indian university is provided. Empirical data along with a brief reflection on the learners' voices are used in the study to examine the efficacy of the structure, administration and evaluation practices of this new course. The study thus opens up possibilities of initiating a discourse around the mode in which English language education and teaching is envisioned, formulated and implemented in undergraduate programs across urban India.
The Pragmatics of Articles in Outer Circle Englishes: Some Theoretical and Pedagogical Considerations
Author: Wahid, Ridwan
Date: 2020-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,Form Classes (Languages),Semantics,Pragmatics,Familiarity,Language Patterns,Linguistic Theory,Foreign Countries,Second Language Instruction,Teaching Methods

Usage of definite and indefinite articles is known to vary across different varieties of English, especially in the outer circle. As a semantic/pragmatic category, definiteness is notoriously slippery to define -- is it uniqueness, familiarity, inclusiveness or identifiability? Literature has shown that the lack of an agreed definition can complicate any principled attempt to explain the meanings that are encoded by (in)definiteness markers such as articles. This paper considers pragmatic meanings that might arise if definiteness is seen as a semantic composite of locatability, inclusiveness and exclusivity (Chesterman, 2005). Such meanings may be able to account for variation patterns found in outer circle varieties. Speakers of these varieties may therefore construct a semantic/pragmatic system of articles that differs slightly from that of inner circle varieties but can be assumed to express systematic meanings that are achieved through communicative cooperation and implicature &quot;a la&quot; Grice. Some pedagogical implications of these variations are discussed.
Enhancing EFL Students&apos; Autonomous Learning of English Conversation during COVID-19 via Language-in-Talk Log Assignments
Author: Dema, Chimi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Independent Study,Personal Autonomy,COVID-19,Pandemics,Undergraduate Students,Accounting,Majors (Students),Interpersonal Communication,Assignments,Conversational Language Courses,Recordkeeping,Scaffolding (Teaching Technique)

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants' learner autonomy. The reflective log was also used to gather participants' perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students' learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers' presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.
Presupposition and Teaching Chinese as a Foreign Language
Author: Alsheikhidris, Mohammed Alfatih Alzain
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Linguistic Theory,Pragmatics,Interpersonal Communication,Semantics,Chinese

In cooperative human communication, the speaker has to mark the connection between his utterance and therefore the given information, because the hearer interprets the utterance regarding the data that has already been obtained. Languages adopt various devices to mark the connection between the utterance and also the context. This paper investigates semantic and pragmatic presupposition in Discourse Representation Theory (DRT) within the Chinese language and enhances the pragmatic perspective of presupposition in DRT.
Probing High School Students&apos; Understanding of Einstein&apos;s Theory of Gravity Using Thought Experiments and Analogy
Author: Dua, Yohanes Sudarmo
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Physics,Scientific Concepts,Concept Formation,Science Instruction,Instructional Effectiveness,Logical Thinking,Recall (Psychology),Teaching Methods,Foreign Countries,Science Experiments,Scientific Principles

In this study, we probed high school students' understanding of Einstein's theory of gravity by implementing an approach which mainly consists of two steps: firstly, exposing students to TEs describing the Equivalence Principle; secondly, applying the analogy of parallel lines on a curved surface with the path of two falling balls in a real gravitational field to help students deduce the idea of gravity as the spacetime curvature. A total of 12 high school students voluntarily participated in this study where data regarding their understanding were measured by means of an identical pen-and-paper test and interviews. Even though none of the students could explain what the Einstein's version of gravity is in the pre-test, their responses in the post-test indicated that the approach we applied could help them understand the Einstein's theory of gravity. Not only could they recall what the gravity is, most of them managed to provide related analogy they have learnt to explain their thoughts. Apart from its easily comprehensible steps, the study suggested that the approach is worth adopting to teach Einstein's theory of gravity as it reflects the similar path ever taken by Einstein when starting to formulate his theory of gravity.
Improving Teacher Retention through Support and Development
Author: Shuls, James V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Educational Strategies,School Districts,Participative Decision Making,Faculty Development,Beginning Teacher Induction,Collegiality,School Culture,Trust (Psychology),Teacher Administrator Relationship,Leadership Training

Teacher attrition is a considerable burden for students and school leaders. Therefore, it is important for administrators to develop policies which increase retention rates. The purpose of this study is to explore teacher retention policies utilized by highly effective school districts. Through the use of semi-structured interviews with three key central office figures who oversee personnel, we explore each district's strategies for increasing teacher retention. Interestingly, our findings suggest that successful schools did not have explicit teacher retention policies. Rather, they have policies which promote teacher voice, supported teacher induction and development.
Challenges of Higher Education Institutions against COVID-19: The Case of Turkey
Author: Karademir, Abdulhamit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,COVID-19,Pandemics,Distance Education,Online Courses,School Closing,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Parent Attitudes,College Students,College Faculty,Coping,Educational Technology,Technology Uses in Education,Access to Computers,Educational Quality,Teaching Methods,Evaluation Methods

The global COVID-19 outbreak has caused an anxious situation in every part of society and forced many countries to implement distance education programs without even knowing the fundamental components involved in the processes and the consequences of their decisions. Likewise, in Turkey, it is still uncertain as to what will be taught, what instructional technologies will be employed, how infrastructural inequalities will be addressed, and how assessment and evaluation activities will be conducted. In this context, the purpose of this study was (a) to examine the experiences and opinions of academics, Distance Education Center managers, students, and parents and (b) offer solutions to emerging issues. In doing so, a qualitative research approach was employed, and the study was designed as a phenomenology. The data were collected from 175 individuals from 20 universities through Google Forms. The second cycle coding methods were employed in the analysis. The results indicated that COVID-19 had mostly psychological effects on individuals, and it affected every level of education at varying degrees. The pandemic reminded us how hopelessly we are dependent on traditional means of instruction by rendering us unable to use them. Since the beginning of the outbreak, many higher education institutions have been trying to implement distance education; however, the quality of instruction is rather questionable. This situation threatens the quality of learning outcomes and if not approached with due diligence, results could be catastrophic. Also, this mandatory transition to distance education has made the difference between the experienced and inexperienced academics more apparent. In light of the results, recommendations were provided for national and international policymakers. As long as the recommendations were implemented, all higher education stakeholders could attain the required knowledge and skills, and, in return, the adverse effects of the COVID-19 pandemic could be alleviated.