ethanporcaro/eric-fulltext-meta huggingface dataset:
Translation Technologies: A Dilemma between Translation Industry and Academia
Author: Bakul, Halil Ibrahim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computational Linguistics,Translation,Theory Practice Relationship,Technological Advancement,Educational Practices,Design,Information Technology,Technology Education

Today, physical and virtual borders are shrinking thanks to technology whose footprints are greater and faster than one can imagine. Beyond the shadow of a doubt, technology is associated with the areas for which it offers solutions such as education technologies, health technologies and translation technologies. Nowadays using translation technologies is somehow a necessity rather than a choice in professional settings due to the strict deadlines of translation briefs. Also, translation technologies are indispensable components of translator education programs whose main purpose is to prepare qualified and well-trained fellows for translation sector. This research asserts that translation technologies were addressed by translation theories even before the advent of translation industry. However, it is a well-known fact that theoretical translation studies did not focus on translation technologies very much. Thus academics working in translation studies discipline have been criticized by translation sector for a long time. This study illustrates the contributions of translation theories to the development of translation technologies. Besides, this paper will discuss some specific points of translation theories indicating the infrastructure and functions of translation technologies. Finally, it is argued that some specific issues related to both the development and teaching of translation technologies can be better understood if the teaching practices of translation theories are considered in depth.
Examination of the Computational Thinking Skills of Students
Author: Korucu, Agah Tugrul
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Computation,Thinking Skills,Problem Solving,Secondary School Students,Likert Scales,Instructional Program Divisions,Logical Thinking,Gender Differences,Internet,Handheld Devices,Statistical Analysis,Computer Use,Foreign Countries

Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008) it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who continue their education at different levels in Konya. The &quot;Computational Thinking Skills Scale&quot; which has been developed by Korkmaz, Çakir and Özden (2015) were used for data collection. The scale includes 22 items and it is a 5 point Likert type scale. The Cronbach Alpha reliability of the scale has been calculated as 0.80 and it has been found to be valid to measure the computational skills levels of the secondary school students as a result of the analysis. As a result of this research, the computational thinking skill levels of participants differ meaningfully in terms of their class levels, do not differ meaningfully in terms of their genders, do not differ meaningfully in terms of their weekly internet usage durations, do not differ meaningfully in terms of their mobile device usage competence situations, and differ meaningfully in terms of their mobile Technologies possession durations.
The Effects of a Social Learning Network on Students' Performances and Attitudes
Author: Durak, Gürhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Student Attitudes,Academic Achievement,Foreign Countries,Social Networks,Cooperative Learning,Pretests Posttests,Grade 3,Experimental Groups,Control Groups,Electronic Learning,Correlation,Educational Technology,Statistical Analysis,Comparative Analysis,Computer Science Education

Despite the widespread use of Social Learning Networks (SLNs), there is little research on the effectiveness of these sites in related literature. Therefore, there is a need for studies investigating but use of SLNs in educational environments and their effects on learners' academic achievements. In this study, the purpose was to investigate the effects of use of Edmodo, a leading SLN site, on students' performances and attitudes towards online learning according to certain variables. In line with this purpose, using the pretest-posttest method, an experimental study with a control group was carried out with 79 learners taking the courses of Special Teaching Methods in the department of Computer Education and Instructional Technologies in the Education Faculty of a university in Turkey. In addition to face-to-face courses given to the experimental group students, various activities related to the course (group works, individual assignments, discussions) were carried out under the guidance of the course teacher via Edmodo. As for the control group students, they carried out the activities in class environment without using Edmodo. The results revealed that students who used Edmodo were more successful than those who did not. Based on this result, it could be stated that Edmodo had positive contributions to learners' academic achievements.
Autism Spectrum Disorders. NICHCY Disability Fact Sheet #1
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Symptoms (Individual Disorders),Severity (of Disability),Special Education,Children,Clinical Diagnosis,Definitions,Early Intervention

Each of the disorders on the autism spectrum is a neurological disorder that affects a child's ability to communicate, understand language, play, and relate to others. They share some or all of the following characteristics, which can vary from mild to severe: (1) Communication problems (for example, with the use or comprehension of language); (2) Difficulty relating to people, things, and events; (3) Playing with toys and objects in unusual ways; (4) Difficulty adjusting to changes in routine or to familiar surroundings; and (5) Repetitiive body movements or behaviors. The causes of autism and the other disorders on the spectrum are not known. Researchers are currently studying such areas as neurological damage and chemical imbalances within the brain. These disorders are &quot;not&quot; due, however, to psychological factors, or, as has been widely reported in the press, to childhood vaccines. A lot of help is available--beginning with the free evaluation of the child. This fact sheet helps parents navigate the services available to their child under the nation's special education law, the Individuals with Disabilities Education Act (IDEA), as well as special services available for those children who may require them. A look at ASD Diagnoses in the future; a definition of &quot;autism&quot; under IDEA; tips for parents and teachers; and organizations that provide information, connection, and research are provided in this fact sheet.
The Effects of Large Class Size on Effective EFL Teaching and Learning--A Study of Grade 10 Teachers and Pupils at &quot;Instituto Médio Politécnico do Namibe?
Author: Sangangula, Londaka Amasio
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Class Size,English (Second Language),Second Language Instruction,Second Language Learning,Public Schools,English Teachers,Secondary School Teachers,High School Students,Grade 10,Instructional Effectiveness,Questionnaires,Observation

The purpose of this study was to provide views of teachers and pupils on large class size and its effects on teaching and English learning, at &quot;Instituto Médio Politécnico do Namibe&quot;, and by showing that the large class scenario at IMP-Namibe may be attributed to various factors of which the most pertinent is the imbalance between the number of I cycle public schools and II cycle public schools. The investigation was initially prompted by the researchers' perceptions why IMPN, cannot adequately absorb the number of learners exiting I cycle schools and why in classes of about 20 to 40 pupils, teachers are faced with various challenges. In trying to find out the answer, the study set up a research question: How can the problem of large class size be managed at IMPN? A cross-sectional design to enable the researcher to cover a large section of the target population was thus adopted. The participants of this study were 15 EFL teachers and 204 pupils attending Informatics, Designer, Mechanics and Electricity courses. The stratified random sampling method was used. In order to collect data, the research instruments used were 2 questionnaires and direct observation. The findings showed that, first, the participants agreed with the view that large class size affects the quality of teaching and English learning; second, the group method though is time consuming and demanding is the best way to cope with large classes. Third, teachers are faced with similar challenges that their fellows in the developing countries experience. The following are appended: (1) Portuguese Translated Version of Pupils' Questionnaire; (2) Pupils' Questionnaire; (3) Teachers' Questionnaire; (4) Request to Conduct Research at Imp-Namibe; (5) Permission Granted to Conduct Research at Imp-Namibe; (6) English Translated Version of Permission Granted to Conduct a Research at Imp-Namibe; (7) Information Submitted to Pedagogic Director about the Research Conducted at Imp-Namibe; (8) Practical Classroom Activities for Teaching Large Classes; (9) Illustration and Exemplification of Practical Classroom Activities for Teaching Large Classes; (10) Illustrations of Some Photos of the Study Participants'; and (11) Practical and Communicative Activities to Use in Large Classes. (A bibliography is included.)
The Future of the Computing Curriculum: How the Computing Curriculum Instills Values and Subjectivity in Young People
Author: Wohl, Benjamin S.
Date: 2017-01-00
Type: Journal Articles
Subjects: Computer Science Education,Educational Trends,Futures (of Society),Values,Motivation,Foreign Countries,Educational Policy,National Curriculum

In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz's values to examine how the teaching of computing has been primarily embedded within the value of self-enhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people's view of themselves and the world we want to equip them to create.
Visual Impairments, &quot;Including Blindness.&quot; NICHCY Disability Fact Sheet #13
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Visual Impairments,Blindness,Children,Classification,Symptoms (Individual Disorders),Incidence,Learning Processes,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Medical Services,Academic Accommodations (Disabilities),Individualized Education Programs

Vision is one of the five senses. Being able to see gives tremendous access to learning about the world around--people's faces and the subtleties of expression, what different things look like and how big they are, and the physical environments, including approaching hazards. When a child has a visual impairment, it is cause for immediate attention. Following a brief story about a child with a visual impairment, Julian's Story, this fact sheet presents information on the following: (1) Visual Impairments in Children; (2) Types of Visual Impairment; (3) Signs of a Visual Impairment; (4) How Common How Common are Visual Impairments?; (5) Understanding How Children with Visual Impairments Learn; (6) The Help Available under the Individuals with Disabilities Act (IDEA); (7) Working with the Medical Community; (8) Adapting the Environment; (9) Educational Considerations; (10) Tips for Teachers; (11) Tips for Parents; and (12) Resources of Additional Information.
Computing and Engineering in Elementary School: The Effect of Year-Long Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering
Author: Rich, Peter Jacob
Date: 2017-01-00
Type: Journal Articles
Subjects: Computer Science Education,Engineering Education,Elementary Education,Elementary School Teachers,Inservice Teacher Education,Self Efficacy,Teacher Attitudes,Beliefs,STEM Education,Faculty Development,Mixed Methods Research,Comparative Analysis,Teacher Surveys,Semi Structured Interviews,Observation,Program Effectiveness,Likert Scales

STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers' self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers' self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p &lt; 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher's level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.
Learning Disabilities. NICHCY Disability Fact Sheet #7
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2007-01-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Children,Definitions,Incidence,Symptoms (Individual Disorders),Educational Diagnosis,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Assistive Technology

&quot;Learning disability&quot; is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Following a brief story about a child with a learning disability, Sara's Story, this fact sheet presents information on the following: (1) What are Learning Disabilities?; (2) How Common are Learning Disabilities?; (3) What Are the Signs of a Learning Disability?; (4) About the Evaluation Process; (5) What if the School System Declines to Evaluate Your Child?; (6) The Individual's with Disabilities Education Act's (IDEA) Definition of Learning Disability (LD); (7) Additional Evaluation Procedures for LD; (8) What about School?; (9) What about Home?; (10) Tips for Teachers; and (11) Tips for Parents.
Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis. Research to Practice. Structured Abstract No. 80
Author: Dragoo, Kyrie
Date: 2011-08-00
Type: Reports - Research
Subjects: Meta Analysis,Special Education,Intervention,Mild Intellectual Disability,Emotional Disturbances,Developmental Delays,Regular and Special Education Relationship,Special Education Teachers,Effect Size,Middle School Students,Junior High School Students,High School Students

This is a structured abstract of a meta-analysis conducted by T. E. Scruggs, M. A. Mastropieri, S. Berkeley, and J. E. Graetz, published in &quot;Remedial &amp; Special Education&quot; (2009). The authors of the original paper describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined, and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 secondary school students were participants in these investigations. Studies included interventions involving content areas, such as science, social studies, and English, and employed a number of different interventions, including study aids, classroom learning strategies, spatial and graphic organizers, mnemonic strategies, hands-on activities, classroom peers, and computer-assisted instruction. The overall effect size was 1.00, indicating an overall large effect across studies. Implications for future research and practice are described. [For &quot;Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis,&quot; see EJ904253.]
Spina Bifida. NICHCY Disability Fact Sheet #12
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Congenital Impairments,Disease Incidence,Infants,Toddlers,Children,Symptoms (Individual Disorders),Health,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Individualized Family Service Plans,Individualized Education Programs,Special Education,Learning Problems,Academic Accommodations (Disabilities)

&quot;Spina bifida&quot; is one of the most common birth defects in the United States, affecting some 1,500 babies each year. Spina bifida happens during the first month or so of pregnancy and means that the baby's spine did not close completely. Damage to the nerves and the spinal cord may result. Following a brief story about a child with a Spina bifida, Juan José's Story, this fact sheet presents information on the following: (1) The 3 types of Spina bifida; (2) Incidence; (3) Characteristics and Health Considerations; (4) Help for Babies and Toddlers; (5) Help for School-Aged Children; (6) Educational Implications; and (7) Resources.
Deafness and Hearing Loss. NICHCY Disability Fact Sheet #3
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Deafness,Hearing Impairments,Children,Incidence,Symptoms (Individual Disorders),Educational Legislation,Disabilities,Federal Legislation,Equal Education,Special Education,Early Intervention,Related Services (Special Education),Academic Accommodations (Disabilities),Assistive Technology

Hearing is one of the five senses. Hearing gives access to sounds in the world--people's voices, their words, a car horn blown in warning or as hello! When a child has a hearing loss, it is cause for immediate attention. That is because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills. Following a brief story about a child with a moderate hearing loss, Caroline's Story, this fact sheet presents information on the following: (1) Hearing Loss in Children; (2) Types of Hearing Loss; (3) How Common is Hearing Loss?; (4) Signs of Hearing Loss or Deafness; (5) Causes of Hearing Loss or Deafness; (6) Is There Help Available; (7) More on the Individuals with Disabilities Education Act (IDEA); (8) Educational Implications; (9) Using the Relay Service; and (10) Resources of Additional Information.
Intellectual Disabilities. NICHCY Disability Fact Sheet #8
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Definitions,Etiology,Incidence,Symptoms (Individual Disorders),Clinical Diagnosis,Disability Identification,Infants,Toddlers,Elementary Secondary Education,Student Needs,Teaching Methods,Parents,Child Rearing,Disabilities,Educational Legislation,Federal Legislation,Equal Education

&quot;Intellectual disability&quot; is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Following a brief story about a child with an intellectual disability, Matthew's Story, this fact sheet presents information on the following: (1) What is an Intellectual Disability?; (2) What Causes an Intellectual Disability?; (3) How Common are Intellectual Disabilities?; (4) What are the Signs of Intellectual Disability?; (5) How are Intellectual Disabilities Diagnosed?; (6) Definition of &quot;Intellectual Disability&quot; under the Individuals with Disabilities Education Act (IDEA); (7) Help for Babies and Toddlers; (8) Help for School-Aged Children; (9) Educational Considerations; (10) List of Organizations; (11) Tips for Teachers; and (12) Tips for Parents.
Speech &amp; Language Impairments. NICHCY Disability Fact Sheet #11
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Speech Impairments,Language Impairments,Articulation (Speech),Language Fluency,Verbal Communication,Language Skills,Speech Language Pathology,Definitions,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Symptoms (Individual Disorders),Language Acquisition,Children,Etiology,Incidence,Intervention,Infants,Toddlers,Elementary Secondary Education,Student Needs,Teaching Methods,Child Rearing,Parents

There are many kinds of speech and language disorders that can affect children. This fact sheet will present four major areas in which these impairments occur. These are the areas of: (1) Articulation; (2) Fluency; (3) Voice; and (4) Language. Following a brief narrative on a day in the life of a Speech Language Pathologist, this fact sheet presents information on the following: (1) Definitions of the four areas of impairment; (2) Definition of &quot;Speech or Language Impairment&quot; under the Individuals with Disabilities Education Act (IDEA); (3) Development of Speech Development and Language Skills in Childhood; (4) Characteristics of Speech or Language Impairments; (5) More on the Milestones of Language Development; (6) What Causes Speech and Language Disorders?; (7) Incidence; (8) Finding Help; (9) Help for Babies and Toddlers; (10) Help for School-Aged Children; (11) Educational Considerations; (12) Tips for Teachers; (13) Tips for Parents; (14) Readings and Articles; and (15) Organizations to Consult.