ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Rural Communities: Crafting Local Inquiries as Praxis for Pre-Service and Early Career/Inservice ELA Teachers
Author: English, Cathie
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Education,Rural Areas,Preservice Teacher Education,Preservice Teachers,English Instruction,Language Arts,Advanced Courses,Writing (Composition),Place Based Education,Critical Literacy,Stereotypes,Action Research,Case Studies

This study focused upon a sequence of three inquiry assignments with pre-service teachers (PSTs) in English language arts in an advanced composition and theory methods course. Place conscious and critical literacy scholars argue for a deeper understanding of rural lifeways and note the deficit or lesser than assumptions associated with rural communities and the need to develop a critical rural literacy to address the specific needs of rural educators as well as address the long-standing stereotypes. This study's purpose was to determine if these inquiry tools can be used to teach PSTs a critical literacy that can be applied in rural contexts. This qualitative study used a critical action research methodology within a bounded system, or a case study of an individual course in one semester. Data collected from the methods course included assignment artifacts, reflections, and interview transcripts. The participants included five white female PSTs in ELA. Data analysis determined four predominant themes emerging from the assignment artifacts: self-knowledge, multiple expert sources, local sources, and critical problem-based inquiries. These themes represent PST's understanding of effective inquiry tools that can lead to a critical rural literacy.
Issues and Challenges for the Implementation of Preschool STREAM Education: What Do the Preschool Teachers Say?
Author: Phang, Wai Leng Anna
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Implementation,Preschool Education,Preschool Curriculum,STEM Education,Art Education,Reading Instruction,Preschool Teachers,Teacher Attitudes,21st Century Skills,Preservice Teachers,Foreign Countries,Expertise

Preschool STREAM education is a philosophy and guiding principle. It is a way of thinking towards multidisciplinary approach, in which Science, Technology, Reading, Engineering, Arts and Mathematics are integrated in the early childhood programme to provide the young children with a well-rounded education and equipped them with the 21st century skills. In this aspect, preschool teachers' perceptions towards the implementation of STREAM education are crucial for the sustainability of STREAM education now and then. In this study, the objectives are to investigate preschool teachers' perceptions towards STREAM implementation, the challenges of implementing STREAM education, as well as to examine the differences between pre-service and in-service teachers' perspectives towards the implementation of STREAM education. For this study, a quantitative research design was adopted. The data was collected through a questionnaire survey and analysed using SPSS software, which was used to obtain descriptive statistics and perform t-tests. The participants involved 80 preschool teachers (40 pre-service; 40 in-service) in Petaling Jaya, Selangor. A questionnaire of 35-item was used. The result revealed that most participants have positive perceptions towards preschool STREAM education approach. However, the report indicated that there are differences between in-service and pre-service teachers in regards of the challenges in implementing preschool STREAM education. Moreover, the lack of teachers' expertise and professional training to integrate and implement STREAM learning activities are the main issues and concern of the in-service teachers. These findings suggested that teachers need training with relevant resources and effective materials for easy integration of content teaching and learning to sustain STREAM education as a frame of mind for effective implementation and desired learning outcomes.
&apos;Leave No One Behind&apos;: A Systematic Literature Review on Game-Based Learning Courseware for Preschool Children with Learning Disabilities
Author: Zolkipli, Nurzamila Zasira
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Children,Learning Disabilities,Students with Disabilities,Game Based Learning,Preschool Education,Thinking Skills,Skill Development,Reading Difficulties,Writing Difficulties,Arithmetic,Educational Research,Research Reports

The rapid growth of multimedia pedagogy in the education sector has brought about a game-based technological approach that is shaping the learning of children nowadays. The focus of the approach is to encourage active participation from children; the effect can be seen in their interaction, involvement, and engagement throughout the learning content. Active participation in a learning environment would have a substantial impact on children's self-development and academic achievement, particularly for those with learning disabilities (LD). Therefore, the purpose of this paper is to systematically analyze research conducted on Game-Based Learning (GBL) courseware to support the education of children with LD. A systematic literature review was undertaken, following the PRISMA framework for paper selection. A total of 109 articles were retrieved from the Scopus and Science Direct databases by using a specific keywords search. 14 articles were finalized at the end of the screening based on the inclusion and exclusion criteria. Results reveal the trend of publications, approaches used, and research themes of the selected papers, which include the courseware requirement, student adaptation, and impact of the implementation. The findings demonstrate that GBL is one of the effective methods to be applied in preschool education. It has a significant impact on the development of cognitive skills and assists children who have difficulty in reading, writing, and arithmetic. The findings in this paper can be used as a guide in developing GBL courseware that is developmentally appropriate and effective for children with LD.
The Effect of the Intelligence Games Preschool Program on the Math Skills of 60-72 Month-Old Children
Author: Yüzbasioglu, Yasemin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence,Educational Games,Preschool Education,Preschool Children,Mathematics Skills,Outcomes of Education,Skill Development,Computation,Addition,Visual Perception,Mathematics Tests

This study was conducted to examine the effect of the Intelligence Games Preschool Program on the math skills of 60-72 month-old children. In the research, a model with pre-test post-test control group, which is one of the quasi-experimental models, was used. A total of 30 children, 15 of them from the experimental group and 15 of the control group, participated in the study. General Information Form and TEMA 3 Mathematics Ability Test were used as data collection tools in the study. In addition to the Preschool Education Program of the Ministry of National Education, the children constituting the experimental group in the study were included in the Intelligence Games Preschool Program prepared by the General Directorate of Lifelong Learning for 10 weeks, every day and 2 hours a week for a total of 100 hours. The control group was not included in this program and continued with the Ministry of National Education Preschool Education Program. Mann Whitney U test was used for comparison of independent measurements and Wilcoxon Signed Ranks test was used for comparison of related measurements in the analysis. Based on the research findings, it was concluded that intelligence games contribute to children's basic mathematical skills such as counting, comparison, addition and extraction process, matching, rhythmic counting, matching objects and numbers, visual perception and concept of part and whole.
Attractor States in Second Language Development
Author: Beccia, Ashley
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Misconceptions,Systems Approach,Applied Linguistics,Language Research,Learning Theories

Identifying changing patterns of stability and variability is crucial when examining second language development (SLD) from a complex dynamic systems theory (CDST) perspective (Larsen-Freeman, 2020). By studying attractor states, or recurrent patterns of stability, light can be shed on the underlying dynamics of a complex dynamic system (van Geert &amp; Verspoor, 2015). In the context of SLD, attractor states can be observed in individuals' linguistic behaviors, as well as learners' interactions with others (Hiver, 2014; van Geert &amp; Verspoor, 2015). As such, attractor states have been cited in recent SLD literature (e.g., Amerstorfer, 2020; Evans &amp; Larsen-Freeman, 2020; Syed et al., 2021; Gillies &amp; Roger, 2022). The conceptual unpacking of attractor states can therefore be invaluable for SLD scholars seeking to enter the realm of CDST. Accordingly, serving as a stepping stone for those looking to foray into the CDST paradigm, this forum piece offers a definition of attractor state, identifies and describes different types of attractor states, clarifies some possible misconceptions about attractor states, and provides a few examples of attractor states in SLD.
Differences and Similarities: Variability and Fractality in CDST
Author: Chen, Zhizi
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Theories,Systems Approach,Language Research,Epistemology,Figurative Language,Correlation,Linguistic Theory,English (Second Language),Individual Differences

&quot;Variability&quot; and &quot;fractality,&quot; two key concepts in Complex Dynamic Systems Theory (CDST)--the former concerning changes and variations, and the latter concerning recursiveness and self-similarities--may seem contradictory at first glance. This forum piece attempts to elucidate how the two seemingly contradictory properties can be reconciled in CDST to examine second language (L2) development. To that end, this piece includes a definition and short epistemological history of each concept, accompanied by a review of some relevant studies. It concludes with two metaphors to illustrate the relationship between &quot;variability&quot; and &quot;fractality,&quot; and how the two seemingly irreconcilable ideas can generate a clearer and more panoramic view of L2 development.
Interconnected Dynamic Components of Learner Language
Author: Shetye, Shamini
Date: 2023-00-00
Type: Journal Articles
Subjects: Systems Approach,Second Language Learning,Second Language Instruction,Language Research,Applied Linguistics,Interlanguage,Correlation,Learning Processes,Criticism

Second language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). Intrinsic to the view of Complex Dynamic Systems Theory (CDST), a system is composed of hierarchical, interdependent subcomponents (learner, learner language, and environment) in dynamic relations as learners develop their interlanguage over time. This piece reviews the interactive and dynamic nature of the subcomponents illuminating the transitory nature or variability (in patterns of language development) that is inherently a characteristic of a complex dynamic system (Larsen-Freeman &amp; Cameron, 2008). First, the forum piece describes how the growth of a subsystem can affect other parts of the system, followed by an explanation of the diverse interrelationships between the connecting subsystems. Next, three empirical studies on the varied relationships between the subsystems are presented. The article concludes with a critique of the current state of research on this topic, revealing some gaps that need to be addressed in future research.
L2 Development from a CDST Perspective and the Issue of Generalizability
Author: Massaro, Abby
Date: 2023-00-00
Type: Journal Articles
Subjects: Generalization,Interlanguage,Second Language Learning,Second Language Instruction,Correlation,Systems Approach,Context Effect,Learning Processes,Language Research

From a complex dynamic systems (CDST) perspective, language is understood as a dynamic system comprised of subsystems that change and develop over time in response to learner-internal and -external factors (Verspoor et al., 2008). Accordingly, language development is seen as a process responsive to the dynamic interaction between the learner and her context over time. While CDST prefers a process over product approach to analyzing language and its development, extant research on language learning has traditionally taken a more static and rigid perspective on acquisition, generally operating under the assumption that development can be understood (more or less) by drawing a straight line between individual variables or conditions and changes in the interlanguage. Findings from traditional research are often presented in &quot;before and after&quot; terms, framing language outcomes as a product of treatments, rather than characterizing developments as an ongoing and variable process.
Self-Organization and the Process of Dynamic Learner Language Development
Author: An, Shan
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Theories,Second Language Learning,Second Language Instruction,Systems Approach,Language Research,Learning Processes,Research Methodology,Metacognition

Adopting Complex Dynamic Systems Theory (CDST) in Second Language Acquisition (SLA) is a testament to the revolutionary and evolutionary advancement in theory and empirical practice in the field. CDST is revolutionary for the fact that it warrants systems thinking of SLA phenomena that breaks the chain of dichotomous conceptualization on vital issues such as the mechanism of language acquisition and learning and the effectiveness of positive and negative evidence. The emergence of CDST, on the other hand, is an evolutionary product nurtured by the painstaking collaborations of SLA scholars for over two decades of scientific inquiry (see, e.g., Han, 2019; Hiver &amp; Al-Hoorie, 2019; Larsen-Freeman &amp; Cameron, 2008; Ortega &amp; Han, 2017). To capitalize on CDST as a valid approach to scholarly work, it is necessary to grapple with its fundamental constructs. This forum piece accentuates a critical notion of CDST: &quot;self-organization.&quot; By first referring to the theoretical aspects of self-organization, this forum piece seeks to demonstrate the relevance of this notion in SLA. This piece will then review three sample studies homing in on learner language development with a CDST lens and a specific focus on self-organization.
Measuring Teachers&apos; and Instructors&apos; Online Teaching Competencies: A Scale Development Study
Author: Aydin, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Web Based Instruction,Teacher Competencies,Test Construction,Distance Education,Factor Analysis,Test Reliability,Test Validity

The aim of this study was to develop a measurement tool that can be used to determine the online teaching competency levels of teachers and instructors. During the validation, the draft scale was applied to online teachers and instructors actively involved in distance education. After the implementation processes, the sample was divided into two groups randomly (n1 = 158; n2 = 144). The first sample was used for Exploratory Factor Analysis (EFA), and the second sample for Confirmatory Factor Analysis (CFA). The EFA highlighted 17 items and 3 factors found in the final scale. Factors were found as Technology, Pedagogy, Ethical and Institution dimensions. The reliability analysis for the whole scale was 0.90, the Cronbach alpha reliability coefficient of sub-dimensions were found to be 0.87, 0.88, 0.78, respectively. In addition, the composite reliability (CR) value of the whole scale was calculated as 0.953 and the CR values for the sub-factors were calculated as 0.877, 0.871 and 0.832, respectively. As a result of the CFA, it was concluded that the scale could be used to measure online teaching competencies of teachers and instructors.
Teaching in Uncertain Times: What Does Teacher Wellbeing Look Like during COVID-19?
Author: Özel, Dilara
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Conditions,Well Being,COVID-19,Pandemics,Foreign Countries,Coping,Emotional Response,Barriers,Institutional Characteristics,Mental Health,Distance Education,Adjustment (to Environment),School Closing,Elementary Secondary Education,Teacher Characteristics,Positive Attitudes,Interaction,Family Characteristics

While the World Health Organization claimed a pandemic in March 2020, different online platforms started to be used all over the world, including Turkey. The increasing workload with distance education and the health concerns affected the psychological health of teachers. Even though enhancing well-being support to increase the quality of work and physical health gains importance, the psychological perspective is ignored during the COVID-19 pandemic. The aim of this study is to understand the effects of COVID-19 on teachers' well-being. Emotional changes, personal experiences, and the situation of their work were analyzed to understand the teachers' perspectives on their wellbeing. The mixed-method research design was used to understand the nature of the existing state. Quantitative results were analyzed by using a t-test. As a result of the content analysis of the semistructured interviews, there are four main themes emerged, coping mechanisms, positive emotion, interaction with school components, and areas that need to be improved. This study demonstrated that the psychological needs of teachers should be taken into consideration during the outbreak. Well-being programs should be developed for teachers in the scope of their in-service training to support teachers and meet their psychological needs.
Educators&apos; Perceptions of the Influence of Culture on Social Media Use in Education in Palestine
Author: Muhtaseb, Rami
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Educational Technology,Influence of Technology,Culture,Decolonization,Arabs,Digital Literacy,Science Education,College Faculty

The advance in employing digital technology in education is often accompanied by a dominance of Anglophone digital corporations and tools, and a dominance of Western models of education, resources, practices, and concepts. This influences many aspects of teaching and learning and causes ongoing threat to societies, cultures and communities outside the global and national mainstream, especially those that are small, marginal or fragile in terms of the preservation and enhancement of their own culture and institutions. This paper addresses these threats within the Palestinian context by reporting on a study that explored educators' perceptions of the influence of culture on social media use in education. The conceptual framework that guided this study includes theories of Connectivism such as Siemens' and theories of cultural dimensions such as Hofstede's'. The study used semi-structured interviews with 18 educators at three Palestinian educational institutions who apply different teaching modes. The findings reveal nine cultural aspects that influence educators' perceptions of social media and its use for educational purposes. They also demonstrate the influence of culture on some Connectivist practices in the Palestinian context. Other factors, such as the Israeli occupation were found to affect educators' practices and perceptions. The study reveals cultural aspects that are not included in Hofstede's Cultural Dimensions theory, and this serves to underline that Hofstede's cultural dimensions only provides a partial or incomplete understanding of how culture influences educational technology use in the Palestinian context. The study provides a foundation for future thinking about decolonizing research methods, developing modern pedagogies and appropriating some global concepts within the Arab context.
Embracing the Future of Distance Science Education: Opportunities and Challenges of ChatGPT Integration
Author: Kilinç, Selçuk
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Technology Uses in Education,Science Education,Barriers,Artificial Intelligence,COVID-19,Pandemics,Professional Development,Technology Integration,Curriculum Development

This study focuses on how distance education can be shaped by ChatGPT, one of the most striking examples of generative AI, which is making progress considering current technological developments. Based on the idea that it will be at the center of our lives very soon with the recent developments in artificial intelligence, the study set out to exhibit specific examples of how it can be used in distance education, whose importance is better understood with the pandemic process. The prompts and outputs related to each particular case were explained in detail, and the resulting products were evaluated regarding their educational benefits and limitations. The findings emphasize the need to harness technology, cultivate a sense of community, and encourage educators to pursue continual professional development to improve the quality and participation of distance scientific education. Additionally, the study underscores the significance of ongoing research, evaluation, policy development, and implementation to create a robust framework that supports the growth of distance science education responsibly and sustainably. The study's outputs were surprisingly creative, and it was concluded that ChatGPT could be very useful for both learners and educators in distance education, even though it is stated that ChatGPT has current limitations. This research contributes valuable insights into distance science education, providing practical guidance for educators, researchers, and policymakers alike.
Pre-Service Preschool Teachers&apos; Views and Metaphorical Perceptions towards Distance Education in the COVID-19 Pandemic Process
Author: Arabaci, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Distance Education,COVID-19,Pandemics,Technology Uses in Education,Student Attitudes,Foreign Countries

The COVID-19 pandemic process, in which some courses are given online, and some courses are given remotely, have undoubtedly deeply affected pre-service preschool teachers as well as other students. In this sense, the findings of studies that determine the views and perceptions of all stakeholders affected by the distance education system are still of great importance in terms of taking measures to change these perceptions. The focus of this study is on pre-service preschool teachers. The main difference that distinguishes the current study from other studies is that it aims to comprehensively understand the perspectives of pre-service preschool teachers by addressing their metaphorical perceptions and views on distance education. In this study, phenomenology design was used. The study group of the research consisted of 150 pre-service teachers studying at Afyon Kocatepe University-Türkiye, Department of Early Childhood Education in the fall semester of the 2020-2021 academic year. Content analysis technique was used to analyze the views and metaphorical perceptions of pre-service preschool teachers towards distance education in the COVID-19 pandemic process. As a result, while most of the pre-service teachers used negative metaphors to describe the compulsory distance education process due to the pandemic, fewer pre-service teachers used positive metaphors. Considering the results of the findings obtained in the study, it is recommended to increase the efficiency of education by including practices that increase intrinsic motivation in order to prevent the loss of motivation of faculty members and students in order to increase the efficiency in the distance education process.