ethanporcaro/eric-fulltext-meta huggingface dataset:
More Knowledgeable Others: Exploring Professional Development of Rural Reading Specialists
Author: Waller, Rachael
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Education,Reading Instruction,Reading Teachers,Reading Consultants,Specialists,Teacher Collaboration,Faculty Development

Educators in rural settings experience many unique professional circumstances due to the rural context of their schools; one such unique circumstance is professional development opportunities that are unavailable locally. Rural reading specialists have limited opportunities for local professional development as well as limited opportunities for collaboration with other reading specialists. This qualitative case study explored the characteristics of effective professional development for rural reading specialists. Reading specialists located in rural, Eastern Montana were surveyed about their professional development opportunities. From the survey results, focus group participants were identified to further elaborate on professional development considerations and opportunities for rural reading specialists. A key finding was rural reading specialists relied on the More Knowledgeable Other.
A Case Study of Chinese Teachers&apos; Professional Learning in a Chinese Dual Language Immersion Program
Author: Yan, Jiazhen
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,Bilingual Education Programs,Chinese,Immersion Programs,Second Language Learning,Second Language Instruction,Native Language,Language Teachers,Teaching Methods,Teacher Attitudes,Teacher Characteristics,Elementary School Teachers,English (Second Language),Teacher Student Relationship,Teacher Collaboration,English

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs.
COVID Carving New Lenses: Transformation in Global Educators
Author: Kirshner, Jean
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Global Education,Faculty Development,Educational Practices,Professional Identity,Foreign Countries,Elementary School Teachers

This article examines how the crisis of COVID-19 became a crucible, or a means of transformation, for global educators. How teachers leverage their lived experience of teaching through the implications of COVID-19 to transform identity and practice is a new phenomenon, a merits examination. Through a collection of interviews, the ways in which the life experiences of teaching through COVID-19 worked to create new identities in teachers and new practices within the classroom is examined. Data was gathered through informal interviews from eleven educators teaching through the crisis of COVID-19 across the world, including four continents and six countries. Drawing on simple thematic analysis, a narrative approach was utilized to examine the process of transformation in teachers across the globe. The findings and analysis of this research will help those working with teachers better understand how teachers leverage a crisis be it COVID-19, or another disruptive force, as a crucible for transformation.
&quot;We Didn&apos;t See That the Same Way&quot;: A Dyadic Analysis of a Cross-Cultural Student Teaching Experience
Author: Davis, William J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Student Teaching,Immersion Programs,Second Language Instruction,Critical Incidents Method,Language Teachers,Cultural Differences,Chinese,Supervision

The growth of Utah's dual language immersion (DLI) program has led to situations where student and mentor teachers teach in settings far different from their home countries' schools, while supervisors observe lessons in unfamiliar languages. This study examined critical incidents in a cross-cultural student teaching experience consisting of a student teacher teaching in a Chinese DLI classroom and supported by a Chinese mentor and a non-Chinese speaking university supervisor. We collected and analyzed audio from dyad meetings, from a triad meeting, and also audio from one-on-one interviews. Our findings raise questions about differences in how teaching is discussed between triad members, as well as whether such student teaching arrangements inhibit student teacher growth due to language or cultural barriers.
The Need for Trauma-Informed Care in Higher Education
Author: Taylor, Shanon S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Trauma Informed Approach,Needs,Program Implementation,Educational Practices,Pandemics,COVID-19,Trauma,Teacher Behavior,Teacher Student Relationship

The lived experiences shared by the entire world community in the spring of 2020 due to the pandemic spread of the COVID-19 virus has already been identified as a mass trauma incident by mental health professionals specializing in trauma treatment (Galea et al., 2020). Yet there are disturbing anecdotal examples in social media of higher education faculty dismissing student requests for help and support. How should higher education implement trauma-informed practices, especially in response to the impact of the pandemic?
Examination of the Relationship between the Technology Competencies of Special Education Undergraduate Students and Their Views on Distance Education
Author: Aslan, Cem
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Correlation,Technological Literacy,Students with Disabilities,Distance Education,Special Education,Foreign Countries,Educational Technology

This study aimed to examine the relationship between the technology competencies of special education undergraduate students and their views on distance education. This study employed the correlational research model. The study group consists of 212 students who study at the special education department in various universities in Turkey during the academic year of 2020-2021. The study used the &quot;Basic Technology Competencies for Educators Inventory&quot; and the &quot;The Distance Education Evaluation Scale.&quot; Pearson correlation coefficient was computed to determine the relationships among the dependent and independent variables. We implemented standard multiple regression analysis to predict distance education's views by the dimensions of technology competencies. Technology competencies inventory's word processing sub-dimension significantly and positively indicated the distance education scale's technical sub-dimension. There was no statistical significance for other sub-dimensions. Technology competencies inventory's basic computer operation skills and media communication sub-dimensions significantly and positively; networking sub-dimension significantly and negatively predicted the distance education scale's learning process sub-dimension. There was no statistical significance for other sub-dimensions.
Studying in Shanghai and Its Impacts on Thai International Students&apos; Opinions towards the Chinese People and China
Author: Lin, Yi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Attitudes,Racial Attitudes,Study Abroad,Cultural Awareness,Cultural Capital,Attitude Change,College Students,Student Characteristics

Background/purpose: The extent and mechanisms through which studying abroad influences international students' opinions towards the host country and its people remain a relatively understudied area. Drawing upon intergroup contact theory and Bourdieu's concept of &quot;habitus,&quot; this study aims to fill this gap by examining the impact of studying in Shanghai on the opinions of Thai tertiary-level students towards China and the Chinese people. Materials/methods: This study employed a counterfactual method to assess the influence of studying in China on the attitude change of Thai students. To evaluate this impact, two pre-pandemic samples were collected, one from Thailand and the other from China. Results: The double-robust IPWRA estimator used in the study found that direct experience with the Chinese people and China's development in Shanghai significantly improved the Thai students' attitudes towards China and the Chinese people by around 20%. Moreover, individuals whose fathers were involved in business or regularly navigate market risks and opportunities exhibited a higher sensitivity to changes in their opinions towards China. However, individuals whose fathers possess cultural capital and had stable employment demonstrated a heightened sensitivity to changes in their attitudes towards the Chinese people. Conclusion: Both intergroup contact conditions and students' social origins were key factors that influenced nuanced attitude changes of international students towards their host country and its people.
The Use of Works of Musical Art in Preschool Education: A Slovak Perspective
Author: Rochovská, Ivana
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Preschool Education,Preschool Teachers,Teacher Attitudes,Knowledge Level,Preservice Teacher Education,Expertise,Predictor Variables,Foreign Countries

Background/purpose: Musical art has great potential for developing a child's personality. Research around the world confirms that the inclusion of musical art stimuli has a positive impact on preschool children and brings multiple benefits. However, it needs to be led by a teacher who is competent pedagogically, but who is also equally competent artistically. The aim of the research was to examine the use of works of musical art in preschool education in Slovakia from the perspective of preschool teachers. Materials/methods: Questioning was used to meet the survey aim. The research tool was a questionnaire constructed by the authors. In total, 366 kindergarten teachers responded to the questionnaire. A quantitative research design was employed in the study. Results: From the results of the research, it is possible to state that there is a higher than average level of the current status of musical art used in preschool education. The opportunities for kindergarten teachers to acquire knowledge of musical art in their preservice training or other forms of education were found to be below average. The attitude of kindergarten teachers towards musical art can also be described as below average. Opportunities to gain expertise in musical art were shown to statistically, significantly, and positively predict kindergarten teachers' attitudes toward musical art. It was also confirmed that the kindergarten teachers' attitude towards musical art statistically, significantly, and positively predicts the use of works of musical art in preschool education. Conclusion: The research findings point to the need to increase opportunities for kindergarten teachers to acquire professional knowledge in musical art. The results of the research may be a stimulus for further research, such as analysis of preschool teachers' responses in terms of their age and pedagogical practice in order to estimate the development of the current state of using works of musical art in preschool education.
A Conversation with ChatGPT about the Impact of the COVID-19 Pandemic on Education: Comparative Review Based on Human-AI Collaboration
Author: Karakose, Turgut
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Natural Language Processing,Computer Mediated Communication,Scientific Research,COVID-19,Pandemics,Man Machine Systems,Accuracy,Definitions,Instructional Effectiveness

Background/purpose: ChatGPT, an AI-powered chatbot designed with generative pre-trained transformer architecture, have intrigued millions of people from diverse backgrounds since its first release, and generated excitement with its groundbreaking performance in numerous use cases they have been tested. Its ability to generate coherent and contextually relevant responses across a wide range of topics have also attracted the attention of researchers, and several scholars have investigated the potential uses of this AI-based tool to promote scientific work. The current study was designed with a similar purpose, and aimed to conduct scientific research on the effects of COVID-19 pandemic on education with a collaborative analysis of human-artificial intelligence. Materials/methods: The data were generated from simultaneous interviews with ChatGPT-3.5 and 4, and their responses were evaluated comparatively in terms of the accuracy, clarity, conciseness, and breadth of information provided for (1) the definition of the COVID-19 pandemic, (2) the negative impact of the COVID-19 pandemic on education, (3) the positive impact of the COVID-19 pandemic on education, (4) recommendations to improve the effectiveness of teaching and learning during the COVID-19 pandemic. We evaluated the responses using a trichotomous rating system, and also calculated Cohen's kappa values to assess inter-rater agreements for each category of evaluation. Results: The results indicated that both versions demonstrated a strong potential to generate accurate, clear and concise information with a satisfactory breadth. As can be expected, ChatGPT-4 provided more categorized and synthesized information, and was better at demonstrating critical reasoning. Conclusion: These results indicate that ChatGPT is a promising tool that can support scientific research process in collaboration with human intelligence, and its newer versions could be developed in a way that these chatbots could be ethically and safely integrated into different stages of scientific work.
Educational Applications of the ChatGPT AI System: A Systematic Review Research
Author: Ipek, Ziyaeddin Halid
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Educational Benefits,Natural Language Processing,Influence of Technology,Technology Integration,Documentation,Literature Reviews,Translation,Test Construction,Needs Assessment,Individualized Instruction,Grading,Data Analysis,Computer Security,Prevention,Intelligent Tutoring Systems,Cataloging,Material Development,Cheating,Identification,Legal Problems,Ethics

Background/purpose: ChatGPT is an artificial intelligence program released in November 2022, but even now, many studies have expressed excitement or concern about its introduction into academia and education. While there are many questions to be asked, the current study reviews the literature in order to reveal the potential effects of ChatGPT on education as a whole. The potential implications, possibilities, and concerns about the use of ChatGPT in education are disclosed as mentioned in the literature. Materials/methods: The data of the study were collected and then subjected to a systematic review. Research findings were analyzed according to the themes and categories identified. Results: The results of this research were examined under themes according to the positive and negative aspects of ChatGPT. The positive categories and sub-categories of ChatGPT's integration into education were determined, and the relationship between education and artificial intelligence determined. Similarly, the negative category highlighted the potential negative impact of artificial intelligence on educational processes. Conclusion: The reviewed research evaluated and discussed the impact of AI on education and training processes. In conclusion, this review revealed the critical applications of ChatGPT for educational settings and the potential negative impact of its application. The findings established how ChatGPT and its derivatives would create a new paradigm in education as a whole.
Transformational Leadership and Organizational Citizenship Behavior of Virtual Teaching during the COVID-19 Pandemic in Indonesia: The Mediating Role of Job Satisfaction
Author: Sultoni
Date: 2023-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Educational Technology,Online Courses,Distance Education,COVID-19,Pandemics,School Closing,Job Satisfaction,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Work Environment,Teaching Conditions,Principals

Background/purpose: The rapid transition to virtual teaching (VT) due to COVID-19-related school closures posed challenges to teachers in regard to upholding the standards of their profession. Perceived transformational leadership of virtual teaching (perceived TL-VT) may have had a protective role in difficult circumstances. Hence, this research study aimed to examine the relationship between perceived TL-VT and organizational citizenship behavior of virtual teaching (OCB-VT) in Indonesia, with job satisfaction of virtual teaching (JS-VT) as a mediator. Materials/methods: A cross-sectional survey design was used in this study, in which data were collected from a sample of teachers at 40 elementary schools in Blitar District, Indonesia. A total of 418 teachers with VT experience completed survey with items adapted from related scales. The collected data were analyzed using descriptive statistics and correlation analysis. Moreover, the mediation effect was evaluated using Hayes Process of Model 4. Finally, Hayes (2013) bootstrap technique was used to investigate the significance of the mediation effect. Results: Perceived TL-VT and JS-VT were found to be positively associated with OCB-VT. Mediation tests confirmed the relationship between perceived TL-VT and OCB-VT was mediated by JS-VT. Moreover, bootstrap analysis showed that coworkers had the most significant mediating effect on the relationship between perceived TL-VT and OCB-VT, followed by promotion, supervision, and work, while the effect of pay was shown to be insignificant. Conclusion: It was found that JS-VT had a mediating role in the relationship between perceived TL-VT and OCB-VT. Therefore, a good principal leadership could be critical to maintaining both teacher satisfaction and behavior during the COVID-19 crisis, regardless of teachers' actual readiness to overcome barriers associated with virtual teaching.
Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework
Author: Bayrak Karsli, Meva
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Teacher Educators,Teacher Education Programs,State Universities,Teacher Attitudes,Learning Management Systems,Foreign Countries,Teaching Experience,Technology Uses in Education,Work Environment,Teacher Competencies,Teaching Methods,Faculty Development,Preservice Teachers

This study aims to examine the digital competence levels of teacher educators, one of the essential stakeholders in the field of education, and their experiences of using digital technology in education processes based on the Digital Competencies for Educators (DigCompEdu) Framework. The study used an explanatory design, one of the mixed-method research designs. One hundred thirteen teacher educators working in a major state university in Türkiye participated in the study. According to the findings, teacher educators mostly use Learning Management Systems (LMS) and digital presentations, videos, and digital assessment tools. They have high competence in using digital technologies and see their work environment as sufficient in terms of technical infrastructure. Teacher educators' digital competencies and competencies for the leading competence areas are at the &quot;Integrative - B1&quot; level. Teacher educators at these levels are curious and open to innovations. However, educators should be supported in gaining higher-level competencies, such as using digital technologies, by supporting them with pedagogical approaches and providing guidance to other educators. In the interviews with teacher educators, the necessity of professional development programs in developing digital competencies for teacher educators and pre-service teachers was mentioned. In this context, obtained results and implications were discussed in detail. [This article includes an extended summary in Turkish.]
Teacher Candidates&apos; Training Needs for Social-Emotional Competencies
Author: Özdemir, Ece
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Needs,Social Emotional Learning,Teacher Competencies,Foreign Countries,College Faculty

This study aims to identify the training needs of teacher candidates in social-emotional competencies. The study has a convergent parallel design in which qualitative and quantitative data were collected and analyzed during the same phase, and the two sets of results were subsequently merged into an overall interpretation. The qualitative data were obtained through unstructured interviews with 15 academicians selected using convenient sampling, and these data were analyzed through descriptive analysis. The quantitative data were analyzed using the mean scores of the responses to the scenario-based questionnaire administered to 161 teacher candidates selected using convenient sampling. According to the qualitative data analysis, the academicians stated that the social-emotional competencies teacher candidates should own are communication, empathy, self-awareness, and problem-solving competencies, followed by self-management, taking responsibility, entrepreneurship, critical thinking, cooperation, and decision-making competencies. Quantitative data on the mean scores obtained from the answers of the teacher candidates to the scenarios showed low self-knowledge and responsible decision-making competencies and high relationship skills, self-management, and social awareness competencies. When the qualitative data from the interviews and the quantitative data from the scenario-based questionnaire results were interpreted together, it was found that the social-emotional competencies identified by the academics were similar to the needs of teacher candidates in terms of social-emotional competencies. It is recommended that social-emotional competencies be supported by integrating lessons on these competencies in teacher training programs, extra-curricular activities, or curriculum development studies. [This article includes an extended summary in Turkish.]