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Alexandria TM Lee,1 Sai-Hong Ignatius Ou2 1Department of Medicine, University of California Irvine School of Medicine, Orange, CA, 92868, USA; 2Chao Family Comprehensive Cancer Center, Orange, CA, 92868, USACorrespondence: Sai-Hong Ignatius Ou, Department of Medicine, Division of Hematology-Oncology, Chao Family Comprehensive Cancer Center, University of California Irvine School of Medicine, 200 South Manchester, Suite 400, Orange, CA, 92868-3298, USA, Email siou@hs.uci.edu; ignatiusou@gmail.comAbstract: Selpercatinib, a potent and highly selective RET kinase inhibitor with significant CNS activity, has recently gained US approval for the treatment of NSCLC harboring RET fusions (RET+) based on a large-scale single-arm study. The LIBRETTO-431 trial was the global pivotal registration phase 3 trial comparing selpercatinib to platinum-based chemotherapy with or without pembrolizumab as the first-line treatment of patients with advanced RET+ NSCLC. Never-smokers constituted 67.4% of the RET+ NSCLC patients enrolled. KIF5B-RET made up the vast majority (77%) of the RET+ fusion variant with known fusion partner. The results of this study demonstrated significant improvement in progression-free survival (PFS) benefit as well as impressive intracranial disease response in participants treated with selpercatinib as compared to those treated with chemotherapy, with a HR [hazard ratio] of 0.46 (95% CI 0.33– 0.70; P < 0.001) for the intention-to-treat (ITT)-pembrolizumab group and HR of 0.46 (95% CI 0.31– 0.70, P < 0.001) for the overall ITT-group of patients. The addition of pembrolizumab to platinum/pemetrexed chemotherapy resulted in numerically identical PFS (11.2 months). These results point to selpercatinib’s superiority to traditional chemotherapy regimens in the treatment of NSCLC harboring RET fusions and add to literature on the salience of targeted precision oncology and lack of efficacy of immune checkpoint inhibitor in NSCLC patients with never-smoker predominant actionable driver mutations. RET+ NSCLC should be added to the list of molecular subtypes (EGFR+, ALK+, ROS1+) of NSCLC to be excluded in chemoimmunotherapy trial.Keywords: LIBRETTO-431, selpercatinib, RET fusion positive NSCLC, pralsetinib, immunotherapy in never-smokers, relative dose intensity

Alexandria TM Lee,1 Sai-Hong Ignatius Ou1,2 1University of California Irvine School of Medicine, Department of Medicine, Orange, CA, USA; 2Chao Family Comprehensive Cancer Center, Orange, CA, USACorrespondence: Sai-Hong Ignatius Ou, Division of Hematology and Oncology, Department of Medicine, University of California Irvine School of Medicine, Chao Family Comprehensive Cancer Center, 200 South Manchester Ave, Suite 400, Orange, CA, 92868, USA, Tel +1 714-456-5153, Email Ignatiusou@gmail.comAbstract: Despite the development and approval of seven anaplastic lymphoma kinase (ALK) tyrosine kinase inhibitors (TKIs) spanning over three “generations” since the discovery of ALK fusion positive (ALK+) non-small cell lung cancer (NSCLC), there remains intrinsic and acquired resistances to these approved TKIs. Currently, a fourth-generation (4G) ALK TKI, NVL-655, is being developed to attack some of the unmet needs such as compound resistance mutations in cis. However, EML4-ALK variant 3 and TP53 mutations are intrinsic genomic alterations that negatively modulate efficacy of ALK TKIs. Potentially, in the shifting landscape where lorlatinib should be the first-line ALK TKI of choice based on the CROWN trial, the central β-sheet &num;6 (Cβ 6) mutation ALK L1256F will be the potential acquired resistance mutation to lorlatinib which may be resistant to current ALK TKIs. Here we opine on what additional capacities a putative fifth-generation (5G) ALK TKI will need to possess if it can be achieved in one single molecule. We propose randomized trial schemas targeting some of the intrinsic resistance mechanisms that will lead to approval of a prototypic fifth-generation (5G) ALK TKI and actually be beneficial to ALK+ NSCLC patients rather than just design a positive pivotal superiority trial for the sole purpose of drug approval.Keywords: EML4-ALK variant 3a/b, TP53 mutation, ALK TKIs, fifth generation ALK TKI, ALK+ NSCLC, circulating tumor DNA, next-generation sequencing, Cβ 6 mutation

Alexandria TM Lee,1 Saihong Ignatius Ou1,2 1Department of Medicine, University of California Irvine School of Medicine, Orange, CA, USA; 2Chao Family Comprehensive Cancer Center, Orange, CA, USACorrespondence: Saihong Ignatius Ou, University of California Irvine School of Medicine, Department of Medicine, Division of Hematology-Oncology, Chao Family Comprehensive Cancer Center, 200 South Manchester, Suite 400, Orange, CA, 92868, USA, Tel +1 714-456-5153, Email siou@hs.uci.eduAbstract: Alectinib, a next-generation anaplastic lymphoma kinase (ALK) tyrosine kinase inhibitor (TKI), has demonstrated superior progression-free survival over crizotinib with both 300 mg twice daily (J-ALEX) or 600 mg twice daily (ALEX, ALESIA) dosing in three pivotal clinical trials. Given the similar median PFS achieved in the J-ALEX trial and the Asian subgroup of the ALEX trial, there remains debate about the optimal alectinib dose for Asians. The third pivotal alectinib trial, ALESIA, which was conducted exclusively in Asia to support the registration of alectinib in China, utilized 600 mg alectinib twice daily. The mature PFS was not reached at the initial publication of ALESIA. At ESMO Asia 2022, the 5-year update of ALESIA was presented with an impressive mature investigator-assessed PFS of 41.6 months (95% CI 33.1– 58.9), which is numerically longer than the mature PFS of 34.1 months achieved by alectinib at 300 mg twice daily in the J-ALEX trial. Based on these results, as well as retrospective pharmacokinetic and responses and PFS data, Alectinib at 600 mg twice daily is the optimal dose for Asians. This has been based on the ALESIA trial and on the retrospective pharmacokinetic and responses and PFS data and has set the benchmark for ALK TKI as the first-line treatment for advanced ALK+ NSCLC in Asia. Importantly, lorlatinib, another next generation ALK TKI, also achieved an impressive hazard ratio with a still immature PFS in all patients, including Asian patients, in a recent subgroup analysis after a median follow-up time of 36.7 months. We await the final mature PFS of lorlatinib overall and for Asian patients in the CROWN trial to see if lorlatinib will set a new standard.Keywords: ALESIA, CROWN, alectinib, lorlatinib, brigatinib, pharmacokinetics, dose response, ALK fusion, NSCLC

Alexandria TM Lee,1 Saihong Ignatius Ou1,2 1University of California Irvine School of Medicine, Department of Medicine, Orange, CA, USA; 2Chao Family Comprehensive Cancer Center, Orange, CA, USACorrespondence: Saihong Ignatius Ou, University of California Irvine School of Medicine, Department of Medicine, Division of Hematology-Oncology, Chao Family Comprehensive Cancer Center, 200 South Manchester, Suite 400, Orange, CA, 92868, USA, Email siou@hs.uci.eduAbstract: The competing roles of various next-generation ALK TKIs in the first and second line treatment setting of advanced ALK+ NSCLC were based on many phase 3 clinical trials in both the first-line and crizotinib-refractory settings. The approval of all next-generation ALK TKIs was first in the crizotinib-refractory setting, based on a large-scale Phase 2 trial, and was then followed by at least one global randomized phase 3 trial comparing to platinum-based chemotherapy (ASCEND-4) or to crizotinib (ALEX, ALTA-1L, eXalt3, CROWN). In addition, three randomized phase 3 trials in the crizotinib-refractory setting were also conducted by next-generation ALK TKIs that were developed earlier before the superiority of next-generation ALK TKIs was demonstrated in order to secure the approval of these ALK TKIs in the crizotinib-refractory setting. These three crizotinib-refractory randomized trials were: ASCEND-5 (ceritinib), ALUR (alectinib), and ALTA-3 (brigatinib). The outcome of the ATLA-3 trial was recently presented closing out the chapter where next-generation ALK TKIs were investigated in the crizotinib-refractory setting as they have replaced crizotinib as the standard of care first-line treatment of advanced ALK+ NSCLC. This editorial summarizes the results of next-generation ALK TKIs in randomized crizotinib-refractory trials and provides a perspective on how natural history of ALK+ NSCLC may potentially be altered with sequential treatment. ALTA-3 compared brigatinib to alectinib, showing that both achieved near identical blinded independent review committee (BIRC)-assessed progression-free survival (PFS) (19.2– 19.3 months). Importantly, 4.8% of brigatinib-treated patients developed interstitial lung disease (ILD) while no alectinib-treated patients developed ILD. Dose reduction and discontinuation due to treatment-related adverse events were 21% and 5%, respectively, for brigatinib-treated patients compared to 11% and 2%, respectively, for alectinib-treated patients. Upon analysis of these findings, we speculate that brigatinib may have a diminishing role in the treatment of advanced ALK+ NSCLC.Keywords: ALTA-3, ALUR, ASCEND-5, brigatinib, alectinib, ceritinib, crizotinib, advanced ALK+ NSCLC

Alexandria TM Lee,1 Misako Nagasaka1,2 1University of California Irvine School of Medicine, Department of Medicine, Orange, CA, 92868, USA; 2St. Marianna University School of Medicine, Department of Medicine, Kawasaki, JapanCorrespondence: Misako Nagasaka, Department of Medicine, University of California Irvine School of Medicine, 200 South Manchester, Suite 400, Orange, CA, 92868, USA, Email nagasakm@hs.uci.eduAbstract: The treatment of non-small cell lung cancer (NSCLC) has increasingly been driven by the presence of targetable driver mutations, including epidermal growth factor receptor (EGFR) mutations. Tyrosine receptor inhibitors (TKIs) have subsequently emerged as the standard-of-care treatment for EGFR-mutant NSCLC. However, there are currently limited treatment options for TKI-refractory EGFR-mutant NSCLC. It is in this context that immunotherapy has arisen as a particularly promising player, especially in the context of favorable results from the ORIENT-31 and IMpower150 trials. Thus, the results of the CheckMate-722 trial were highly anticipated, as it was the first global trial to evaluate the efficacy of immunotherapy in addition to standard platinum-based chemotherapy, specifically in the treatment of EGFR-mutant NSCLC post-progression on TKIs.Keywords: immunotherapy, epidermal growth factor receptor mutation, osimertinib refractory

Public PreK programs are an increasingly popular policy tool to equalize early learning opportunities. Programs can be universally available or targeted to support children's readiness. At the intersection of early childhood and K-12 education, their hybrid status can be difficult for families to negotiate. Based on interviews completed in 2018, we describe how parents in a universal PreK program decided whether and where their child would attend PreK, comparing parents who chose school sites with those who did not. The part-time nature of the program was a barrier to many families, prompting us to ask whether a program is authentically universal if it is not accessible to all.

Exploratory data analysis (EDA), data visualization, and visual analytics are essential for understanding and analyzing complex datasets. In this project, we explored these techniques and their applications in data analytics. The case discusses Tableau, a powerful data visualization tool, and Google BigQuery, a cloud-based data warehouse that enables users to store, query, and analyze large datasets. It also explored the benefits and applications of both tools and their integration with other platforms and services. The project offers an introductory insight into Tableau's functionalities, employing a data file from the US Census Bureau via Google BigQuery.

This essay addresses the transformation of Korean higher education (HE) that has occurred since COVID-19, with a focus on the digitization of teaching and learning. Digitization has impacted both remote and traditional universities and colleges. While remote higher education institutions (HEIs) have been quick responding to the changed situation, traditional universities and colleges have also been searching for various instructional methods in their online as well as traditional classrooms, experimenting for the best methods for learners. National policies have also supported this digital transformation of HEIs which has had results of the engagement of more adult learners in HE gaining credits, certificates, and academic degrees online. While new ways of being 'learner-centered' have been intensively explored in these processes, some concerns such as the competency gap of institutions and instructors, and the deepening digital divide among learners have emerged, which needs attention from policymakers, researchers and practitioners in HE.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

As our society has advanced in the era of digital transformation, education has been transformed from knowledge-centered to competency-centered to solve future problems in the light of unpredictable changes and events in our lives. Programming education provides the basic knowledge needed, and fosters higher-order thinking skills in the process of generating and converging ideas to solve problems. However, in Korean elementary schools, it is mostly based on a lecture-based instructional design and focuses on knowledge delivery, which has limited the educational effects of programming. However, productive failure (PF) focuses on learning concepts in authentic problems, and lets the students generate different solutions and discuss them in an acceptable environment, with the result that they fail to solve the problem. Therefore, this study developed a PF-based educational program and tested it on sixth-grade students in a Korean elementary school. The results showed that the computational thinking (CT) and creative problem-solving (CPS) skills of the experimental group were significantly greater than those of the control group, with a medium effect size for CT and a high effect size for CPS skills. To generalize the results and increase the applicability, follow-up studies should expand the subject of the study, develop specific teaching guidelines for teachers, and invent various learning problems appropriate to the students' level and different domains of learning.

Students' scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students' interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.

There are many rewards associated with teaching in public schools, but there are also several challenges such as understaffing, limited resources, overcrowded classrooms, and underpaid employees. All of these issues combined often lead to burnout and mental health concerns among public school teachers, particularly those in urban settings. Since the onset of the COVID-19 pandemic, literature regarding teachers' psychological distress has increased in a general sense; however, there remains limited exploration of a potential increase in job-related mental health concerns of urban teachers after the onset of COVID. Therefore, in this study we compare the 2018 (pre-COVID) and 2020 (early-COVID) results of the North Carolina Teacher Working Conditions Survey in order to answer whether there has been a change in the psychological distress of urban school teachers in North Carolina since the onset of COVID. Based on the findings, we offer recommendations to key stakeholders in an effort to better support the health and outcomes of K-12 urban school teachers as they continue adapting to the ever-expanding and ever-evolving implications of COVID.

The purpose of this research was to investigate the possibilities and opportunities for ASEAN and Korea student exchange programs in the post-COVID-19 pandemic era, by focusing on the needs of non-participating ASEAN students. To do so, this study conducted an online survey to analyze ASEAN students' understanding, views, expectations, and reasons for not participating in student exchange programs to Korea, while investigating their considerations and preferences for future participation. The findings revealed significant differences between ASEAN students in terms of nationality (especially Vietnamese students), academic field, and gender. They also highlighted the rising role and importance of hybrid and online modes of student mobility, that grew in the wake of the COVID-19 pandemic. Therefore, there is a need for universities, government policy makers and educational scholars to reflect the emerging new needs of students concerning ASEAN-Korea exchange programs in the post-COVID-19 pandemic era.

This pilot study investigates the feasibility and assesses the impact of "Lactobacillus plantarum" PS128 probiotics on the neurological function in Rett syndrome. We conducted a randomized, double-blind, and placebo-controlled trial on Rett syndrome with MECP2 mutation aged between 1 and 50 years in Taiwan. In this pilot study, twice-daily "L. plantarum" PS128 or placebo was administered for 16 weeks. In addition to feasibility, we also assessed the changes utilizing the Mullen Scales of Early Learning. In total, 36 participants were finally randomized into "L. plantarum" PS128 (n = 18) or placebo (n = 18) groups. At the end of intervention, the retention rates were 100% for "L. plantarum" PS128 and 94.44% for placebo, with withdrawal rates of 5.56% for the placebo group. Both groups tolerated well, except for one "L. plantarum" PS128 participant who reported loose stool. The probiotic group showed a change of 2.19 ± 3.76, while the placebo group had -0.85 ± 5.09 (p = 0.051) in the total age-equivalent scores of Mullen Scales of Early Learning. There was a significant difference in the change of the total score on the Burke-Fahn-Marsden Movement Scale between probiotic group and placebo group (-12.19 ± 12.12 vs -4.59 ± 4.20, p = 0.020). In leg dystonia, the probiotic group exhibited a change of -4.11 ± 5.11 compared with -0.38 ± 1.50 in the placebo group (p = 0.008). Our findings affirm the feasibility of "L. plantarum" PS128 in Rett syndrome. Future clinical trials are mandatory to further explore its long-term impact on Rett syndrome.

This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students' written responses, composed based on multiple texts, relative to a control group; although improvements were found when students were compared to others receiving a writing-organization focused training. Directions for future research and, particularly, the need to attend to students' use of rhetorical devices to communicate integration when writing based on multiple texts are discussed.

Mastery motivation predicts achievement, but intricacies amongst preschoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the "setting conditions" in which mastery motivation is observed. Here, Singaporean 4-year-olds' (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers' experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability.

Contact with nature is restorative and leads to health benefits via nearby nature such as gardens, natural scenes, and interactions with companion animals. Although the recovery effect of natural environments is well known, few studies examine the restorative value of watching animals in urban park settings such as off-leash dog areas in urban parks. This study aims to investigate the restorative effect of observing dog play in urban dog parks by measuring brain activity, emotional state, and perceived restorativeness. Brain activity and psychological responses were measured by electroencephalography (EEG) and the perceived restorativeness scale (PRS)/profile of mood states, respectively. The EEG results demonstrated that the dog play video produced significantly lower alpha and higher beta power spectra, which suggested that the subjects were attentive and focused by accepting the scene as an interesting stimulus. Among the subscales of the PRS, fascination plays an important role in the restorative effects of watching dog play. The subjects felt more lively, cheerful, and interested than they did when watching the city and natural view videos. Thus, the perceived restorative values of watching dog play video in dog parks are comparable to those of natural park video environments. Moreover, dog parks exerted positive effects regardless of dog ownership status by improving mood and enhancing restorative experience. Opportunities for watching dog play in safe places around dog parks through considerable park planning would extend the health benefits of dog parks to non-dog owners and improve negative attitudes toward dog parks.

Although teacher recruitment and retention are widespread challenges in education, rural and urban counties in Nevada often feel particularly challenged. Within the research conducted, a common theme was uncovered as to why this challenge may be the case. Consistently and unprompted, inservice and preservice teachers mention their perceptions of the violence that occurs in rural and urban schools and communities.

Purpose: This article explores the literary work of a teacher and activist, Yi O-Deok, as a lens to approach historically and culturally embedded notions of humanization in education in Korea. Anchored in the ethos of "Asia as Method," this study offers a unique perspective that exemplifies the importance of the local sociocultural context in Asia in enriching our understanding of universal concepts. Design/Approach/Methods: This study adopts a methodological approach centered around the examination of Yi O-Deok's work and his influence on critical literacy education. Key source materials include Yi's extensive five-volume diary and the various literary pieces he edited from the 1950s to the 1980s. Findings: Yi O-Deok's philosophy on humanizing education, deeply influenced by local contexts, provides a distinct, non-Western perspective. It offers a critical counterpoint to Western-centric educational paradigms and enriches the broader understanding of humanization in education. Originality/Value: The uniqueness of this study resides in its focus on children's writings, affirming faith in the unfiltered expressions of their pure spirits encapsulated in the raw "languages of the soil," which have persevered through the sociopolitical upheavals of Korea's modern history. This in turn strengthens the call for a nuanced, non-Western interpretation of the concept of "humanization" in education.

An important educational goal is enabling students to learn scientific concepts. The scientific concepts learned in class are developed within students' cognitive structures. Despite the successful application of Semantic Network Analysis (SNA) to study these cognitive structures, there has been limited examination of students' concept networks based on their individual characteristics. Therefore, this study aims to evaluate the differences in students' characteristics based on their cognitive levels, which influence their thinking and behavior. To analyze these differences, this study compares concept and connected concept networks, focusing on photosynthesis, a challenging life sciences topic. The study's results indicate that students could not clearly distinguish concepts by subtopic, but there were changes in the concept network after class. Although the types and number of concepts students knew were similar depending on their cognitive level, the concept network structure differed. Additionally, some students could not distinguish between similar concepts. Thus, teachers are advised to differentiate between similar concepts during instruction and address personal variables such as students' cognitive levels.

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and one at-home supported experience (instructional videos, written instructions, without instructor supervision). The research also explored the implications of this hybrid learning experience for future curriculum development. This qualitative study included two components: (1) Interviews with six occupational therapy graduates; (2) 26 student reflections following the hybrid learning experience. The results of this study highlighted three overarching themes: orthosis skill development; transferable skills development; future considerations for implementing a hybrid learning method. A hybrid learning approach provided unique opportunities for the scaling of independence and productive struggle to develop student competence in orthosis fabrication. This research provided insights for occupational therapy curriculum developers to modify educational approaches and effectively support students as they develop into competent occupational therapists.

Studies have indicated that self-regulated learning is critical for 21st century learners and lifelong learners, and it can also explain students' learning outcomes. In the current learner-centered instruction, especially in online learning environments, self-regulated learning has become a more critical element for students' success. Given the previous findings that self-regulated learning is teachable, this study attempted to examine what kinds of supports teachers at U.S. K-12 online schools provided to their students to develop self-regulated learning skills and how teachers provided those supports. The roles of technology in such teachers' practices were also examined. The results showed that teachers provided students with more direct guidance instead of helping them understand and develop self-regulated learning by themselves. Implications for practices to support the development of students' self-regulated learning, such as personalization, learning community, and balance between teacher-regulated learning and self-regulated learning were discussed.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

This case study aims to report on the psychological assessment and intervention for a 4-year-old preschooler with selective mutism. A comprehensive assessment that involves parents and teacher interview, classroom observation, Seguin Form Board Test (SFBT), Vineland Adaptive Behaviour Scales Third Edition (Vineland-3), Behaviour Assessment System for Children, Third Edition (BASC-3), Childhood Autism Rating Scale, Second Edition Standard Version Rating Booklet (CARS 2-ST), and School Speech Questionnaire were conducted. The psychological assessment revealed that the child fulfils the criteria for selective mutism. Play-based intervention sessions were then conducted, which involved gradual exposure to the child's teacher and peers and facilitation of verbalization related to child's interests and classroom routines. The child demonstrated improvement in her frequency of verbalizing in the classroom following the intervention, as supported by the improved score in the School Speech Questionnaire (SSQ). This case study illustrates the advantages of a collaborative approach that engages parents, teachers, and peers in the management of selective mutism during early childhood.

Music substantially impacts early childhood development, especially language development, yet early childhood policies rarely emphasise the role of music in early learning and engagement. Research shows that effective delivery of early childhood music programmes depends on teachers' music knowledge, skills, and music teaching self-efficacy, which may be enhanced through teacher training. However, little is known about the training details and preparation of non-music specialist preschool teachers who use music to teach. The present study sought to determine whether music-based language programme (MBLP©) teacher training could improve the music teaching self-efficacy of non-music specialist preschool teachers and their MBLP© delivery in an inclusive preschool classroom. The 14 training sessions consist of a briefing, a workshop, a practicum, interactive reflections, and observations. Three non-music-specialist preschool teachers were trained to deliver MBLP© lessons to nine preschoolers aged 33 to 47 months. The within-subjects design investigated the teachers' self-efficacy in music teaching, while the single-subject design tracked their MBLP© lesson delivery performance. Data was collected using a self-reported music background survey, pre-, mid-, and post-test music teaching self-efficacy, teachers' feedback, and MBLP© lesson observations. The results showed that the training increased music teaching self-efficacy by 10 to 46% and revealed a positive relationship between practicum with interactive reflections and lesson delivery performance. The findings suggest that providing MBLP© training to non-specialist preschool teachers could help address language developmental issues in inclusive preschool settings.

Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners' vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a withinsubjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.

The phenomenon of microaggressions is well established within the counseling literature, particularly as it relates to race, ethnicity, gender, and affectual orientation. However, research related to disability or ableist microaggressions is still in its infancy, so counseling professionals have limited information about experiences of disability and ableist microaggressions. The purpose of this qualitative content analysis was to describe participants' self-reported experiences with ableist microaggressions. Participants (N = 90) had a diagnosed disability and the majority (91.11%) identified as having two or more nondominant identities beyond their disability. We report two categories and 10 themes. While participants were part of the general population, we position our discussion and implications within the context of professional counseling to increase counseling professionals' awareness and knowledge so counselors can avoid ableist microaggressions and provide affirmative counseling services to persons with disabilities.

This study explores the development of English textbooks in North Korea through corpus-based analysis aimed at illuminating the differences between materials produced during the Kim Jong-il and Kim Jong-un regimes. In the context of educational reforms and changing political ideology, this study investigates BNC/COCA-based lexical coverage and the key lexical features of North Korean middle school English textbooks, highlighting the complexity, vocabulary, and readability of the learning materials. The findings revealed that the Kim Jong-un regime had implemented reforms to improve English language education, with increased lexical diversity, textual complexity, and vocabulary exposure. Although no significant differences were found between the two regimes regarding the lexical coverage of textbooks, the Kim Jong-un regime's textbooks exhibited improvements in diversity, readability, and complexity. This study contributes to a broader understanding of the interplay between political ideology and English language education in North Korea, offering insights that have implications beyond the North Korean context and encouraging reflection on the nation-driven educational reform.

This paper aims to investigate how and to what extent 'critical' global citizenship is reflected in middle school English textbooks in Korea. Framed within Freire's concept of critical literacy, the study is concerned with analyzing the written texts in two English textbooks, with a focus on the issue of representations. Using critical content analysis, the research centers on unpacking how race, racism, or racialization, especially in the United States, is represented, and to what extent these representations may be associated with global citizenship education in English language learning. The major findings indicate a notable absence of sufficient sociohistorical and cultural contexts of race in the United States as presented in the concerned English textbooks. Based on the analysis, this paper calls for an expansion of the dimensions of critical global citizenship in English language learning settings, aiming to provide students with broader opportunities to question colonial discourse and challenge issues related to power and systemic oppression.

This article explores how the racialized discursive and behavioral norms of pseudocommunity interfere with faculty professional development toward antiracist writing pedagogy. The author draws upon original research into a faculty learning community of first year composition instructors to highlight how, without explicit acknowledgment and interrogation, antiracist initiatives meant to encourage collaboration, equitable exchange, and professional learning may reproduce the white pseudocommunity dynamics that prevail in writing programs. This essay contributes to the growing body of literature on antiracist pedagogy and writing program administration by emphasizing the necessity of deep consideration of contextual interpersonal aspects of racism and white supremacy that may go unnoticed or unacknowledged by administrators and instructors.

This paper proposes internship crafting as a strategy for addressing a range of challenges encountered by students, host organizations, and educators involved in the planning and undertaking of internships. Challenges include work that lacks relevance to students' aspirations, host organizations' difficulty in judging the amounts and types of work to provide, and educators' uncertainty regarding how to support the required negotiations. Internship crafting is explored as an opportunity to position students as active agents in the design of their internship experiences. The concept draws on the idea of job crafting, by which employees proactively co-design their tasks with colleagues and superiors to better align their strengths and interests with the needs of their organizations, for mutual benefit. Transposing job crafting onto internships creates a framework with the potential to empower students to co-design their internship experiences to advance both the needs of their host organizations and their own professional growth. [Paper presented at the Australian Collaborative Education Network (ACEN) conference (Melbourne, Australia, 2022).]

This study examined the perceptions of participants regarding the use of embedded video demonstration lessons during literacy professional development sessions. The videos were captured in an urban elementary classroom and modeled two new literacy strategies. Based on survey responses from 160 kindergarten through fifth grade elementary school teachers and 117 school or district administrators and instructional specialists, the findings revealed positive participant perceptions and effective instructional use of the videos that modeled the implementation of the strategies in a relevant classroom setting. The analysis of the use of videos during the professional development (PD) sessions was found to positively affect the instructional capacity of teachers to implement the strategies in their classroom settings. The findings also suggest that school administrators more positively understood the process of using the strategies to support the standards, resulting in increased leadership capacity. Implications of using specifically created videos to enhance clarity and credibility of PD for participants are discussed.

This case study focused on middle school and high school teachers in an independent school to explore their perceptions of how overparenting influenced them in the classroom. A qualitative case study was conducted within an independent school in the southeast United States. Eleven middle school and high school teachers, which represented 52% of the full-time faculty at the school, participated in an online questionnaire and follow-up interviews regarding their experiences with overparenting. Findings revealed three themes: (a) teachers overwhelmingly associated parent--teacher interactions with conflict and confrontation, (b) teachers perceived overparenting influences teacher autonomy by forcing teachers to set boundaries, and (c) teachers experienced increased workloads. This study provides insight into how overparenting influences teachers, which may help teachers, administrators, and future educators prepare for this type of parent--teacher interaction.

The present study aimed to analyze the developmental trajectories of English achievement and exposure time through private education, utilizing univariate and multivariate latent growth curve analysis. This study used a subset of the Gyeonggi Education Panel Study data from 2012 to 2017. The results indicated consistent disparities in the growth of English achievement, depending on the student's proficiency levels at the starting point. In particular, the early exposure to private tutoring was significantly and closely related to the initial status and the growth trajectory of English achievement. When the sample was classified by urbanicity, the findings suggested that the gap in English achievement was likely to increase over time across the two regions, with a stronger correlation with private tutoring found in urban areas. These results underscore the need for educational intervention for students in less advantageous conditions, and they provide valuable pedagogical implications for teaching English in the Korean EFL context.

Institutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement.

Microaggressions are commonplace overt and covert forms of discrimination that convey disparaging messages to individuals who hold marginalized identities, including people with disabilities (PWD). Although PWD are a prevalent nondominant identity group in the United States, little is known about the occurrence of ableist microaggressions in this culturally diverse community, including how ableist microaggressions are experienced based on disability characteristics and other nondominant identities. A sample consisting of 201 PWD completed an electronic survey that examined the occurrence of ableist microaggressions based on visibility of disability, type of disability, and nondominant sociocultural identities. We found that PWD have a moderate level of lifetime occurrences with ableist microaggressions, the visibility of disability impacts the occurrence of ableist microaggressions and the types of ableist microaggressions experienced, and sociocultural identities may predict minimization types of ableist microaggressions.

This study examines utterances--either words, phrases, or sentences--that instructors initiate and students later appropriate for their own purposes and interests in different sequential contexts. We name these utterances "shared codes" because they occur repeatedly in classroom interactions and gradually take on meanings unique to class members. Simply put, they serve as codes, or "keys," for unlocking the interactional history (but not necessarily for explaining the original meaning). Such shared codes were employed for making humor and building relationships. Indeed, students' use of the codes seems to exhibit learner agency in selecting and appropriating utterances. We examined classroom interactions of two English as a second language (ESL) courses, taught by two instructors in university-based English-language programs in the U.S. Following Cameron and Deignan (2006), this study analyzes interactional contexts where shared codes emerge by employing complex dynamic systems theory perspectives. From our corpus of ESL writing classrooms, we selected four utterances that emerged as shared codes by tracking instances longitudinally, visualizing "patterns" among which the codes emerged. We also employed multimodal conversation analysis to "illuminate" processes during which students adapted their teachers' utterances, thus contributing to those utterances becoming temporarily stable, or in an "attractor state" (Larsen--Freeman, 2017).

The objective of this study is to determine whether the parent-child relationship exerts a mediating effect on the influencing relationship of the self-concept of children and adolescents with career maturity. To this end, we processed data from 5621 students who participated in the first through fifth rounds of the survey in the 2013 Korea Education Longitudinal Study. We performed a paired sample t-test to verify differences between the groups of children and adolescents. To verify the mediating effect of the parent-child relationship on the influencing relationship of self-concept among children and adolescents with career maturity. The results showed that there was a difference depending on gender and city size in terms of self-concept, career maturity, and relationship. This study also revealed a significant discrepancy in the self-concept and parent-child relationship based on the developmental stages. In addition, the study also verified the mediating effect of the parent-child relationship in the relationship between the self-concept of children and adolescents and their career maturity. Based on these findings, it is necessary to implement a systematic education program for parents because the parent-child relationship is highly important in improving students' career maturity.

A variety of epistemic practices and norms influence how knowledge and understanding are advanced in academia. Co-authorship practices and norms, the focus of this paper, have implications for the epistemic resources that are brought into individual scholarly works and how the resources are distributed among networks over time. Although co-authorship is widely accepted in social scientific research in education, single authorship has remained predominant in philosophy of education. This paper is part of a project exploring co-authorship practices and norms in philosophy and, in particular, philosophy of education. We aim to develop an empirical understanding of co-authorship trends in four primary philosophy of education journals in the United States and Canada. We examine the frequency of co-authorship in these outlets over the last two decades, the participants in co-authored projects, and the philosophical topics that are being explored through co-authorship. Our findings indicate that these venues are publishing co-authored works with increasing frequency and that most co-authorship is happening among faculty collaborators and among scholars who share common disciplinary backgrounds. The observed increase in the practice of co-authorship in these philosophy of education journals points to the significance of exploring it in greater depth, including giving attention to questions of ethics and epistemology that co-authorship raises, as well as to comparative analyses of trends around the world.

Background/purpose: The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results: The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test's reliability (Cronbach's [alpha] = 0.856) and validity were confirmed. Conclusion: This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students possess the competency of becoming a leader in learning.

We present an exploratory study of differences in international students' adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility.