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The utilization of chaotic optical communication, a physical layer security technology, has the potential to enhance the security of optical fiber networks. In this paper, we take knowledge acquired while teaching "A chaotic security system based on phase-intensity (P-I) electro-optic feedback" as an example and, in detail, introduce a teaching implementation process based on the combination of Optisystem and Matlab. Firstly, based on the Lang–Kobayashi (L-K) laser equation, the generation mechanism of electro-optic feedback chaos was explained. Secondly, the P-I electro-optic feedback chaos was analyzed theoretically with the help of Matlab. Finally, a laser chaotic optical communication system based on electro-optic feedback was built with the help of Optisystem (15.0.0) software, and the performance of the communication was simulated and analyzed through the design of system parameters. The teaching design model and facilitate the concretization of the abstract theory of "the principle of chaos generated by electro-optic feedback, the composition of chaotic optical communication system and the performance index of chaotic communication system". Through after-class exercises and questionnaire surveys, it was verified that the teaching method is widely recognized by students and that it effectively improves the teaching effect of the course of laser chaotic communication and the students' academic research ability. [ABSTRACT FROM AUTHOR]

Experimental learning is one kind of contextual learning, which places learners in a variety of virtual or real contexts to acquire knowledge, gain ability and experience, and generates emotion through experiencing and perceiving, communicating and exploring, and self-reflecting. Applying VR technology to experiential learning involves both technology and teaching. Based on the Learning Pyramid, Constructivist Learning Theory, and the characteristics of virtual technology, this study proposes a theoretical model of virtual reality experiential learning, which takes the international business negotiation scene as an example and employs such software as 3Ds Max and VR-platform to implement an experiential learning context. It is found that, compared with traditional teaching, this learning context has effectively increased the learners' memorization and understanding ability, their interest and motivation in learning, enhanced their learning experience and improved the learning effects. This study not only provides a theoretical framework for and verifies the promotion effect of virtual technology on learners but also enriches the research examples of virtual reality experiential learning, which has certain theoretical value and practical significance. [ABSTRACT FROM AUTHOR]

Design-Based Research (DBR) has emerged as a widely accepted methodological framework in educational research worldwide, as it is a sustainable research paradigm for overcoming the frequently observed gap between research and educational practice (Reinmann, 2022; Tinoca et al., 2022). I use The Rights of the Child and the School Subject of Religious Education (CRE4RE) project as an illustrative example of DBR's potential to help close the theory-practice gap in the area of children's rights education (CRE) in religious education (RE). To do so, I link classroom research and lesson design. The first part of the paper provides an overview of the three interdependent project phases, which are based on the three steps of the research process model by McKenney and Reeves (2019). In the second part, I transfer a teaching module into practice to demonstrate how children's rights perspectives can be successfully integrated into RE. Finally, I identify project-specific opportunities and challenges in the use of the DBR approach to point out further design-based research perspectives, which favor a sustainable practical transfer of the double theory-practice output. I transferred a prototyped learning module into RE and tested and empirically evaluated it in a sample of N = 88 children and found substantial differences in the empathy scale's mean values, which also differed by gender. The article shows how a DBR approach can be used to integrate CRE into RE, thereby also highlighting the forward-looking significance of the research paradigm for RE and for the interlinking of teaching research and lesson design. [ABSTRACT FROM AUTHOR]

Professional Educational Researchers (PER) are a crucial component of China's Five-Level Education and Teaching Research System (ETRS), which has been of fundamental importance to Chinese basic education development. PERs play a significant role in directing teachers' professional development, advancing basic education curriculum reform, and supporting educational decision-making. This article explains the concept of the PER in the context of the ETRS, describes the professional criteria for being a PER, and expounds on their significance for basic education advancement. [ABSTRACT FROM AUTHOR]

Against the backdrop of digital transformation in education and the implementation of the "Three Links and Two Platforms Program," teaching research among Chinese teachers has exhibited a growing tendency towards informatization. Information technology has been increasingly leveraged by teachers not only to organize teaching research activities and analyze research data but also to demonstrate their research outcomes. This article aims to give an overview of the history of online teaching research in China and pinpoint the promotional factors underlying its development. Inadequacies in current online teaching research are also discussed. [ABSTRACT FROM AUTHOR]

"Lesson honing through different approaches" (LHDA) is a form of teaching research in Chinese basic education. This article gives a brief overview of this school-based teaching research method and describes general implementation procedures of LHDA using LHDA-based secondary mathematics teaching research as an example. Issues with the execution of LHDA are also discussed. [ABSTRACT FROM AUTHOR]

China's five-level education and teaching research system (ETRS) has been instrumental in advancing Chinese basic education. It includes the central-, provincial-, municipal-, and countylevel education and teaching research institutions and school-based teaching research offices, which jointly contribute to the enhancement of the quality of education and teacher professional development. There is close collaboration as well as a clear division of responsibility among these institutions. This article expounds on the ETRS's functions and characteristics, shedding light on its significance for Chinese basic education with a view to providing implications for global education development. [ABSTRACT FROM AUTHOR]

Teaching approaches are needed that can normalize students' process of exploring emotions related to their learning and support the internalization of the professional social work values (i.e. human rights and social justice). Within the literature on social work education, the importance of affective processes to support the students' learning of diversity and social justice content is acknowledged; however, the teaching continues to over-rely on cognitive learning approaches. The authors first discuss some limitations in the current inclusion of affective processes within diversity-related social justice courses. Then, informed by Krathwohl and colleagues' taxonomy of affective domains, this article proposes a model for integrating affective domains within the syllabus (course descriptions, objectives, schedules, and assignments) of diversity-related social justice courses. The model's continuum shows the student's progression in affective learning; A1 indicates the simplest forms of emotion associated with receiving new information. Best practices for supporting affective learning within the course syllabus are discussed, and instructional examples that illustrate pathways for students' embodiment of professional values are also explored. [ABSTRACT FROM AUTHOR]

The article discusses the impact of the internet on education and the importance of teaching research in the digital era. It highlights the requirements for improving teacher learning through new technologies, such as access to high-quality ICT and enhancing digital competence. The Chinese government has issued papers promoting online education and teaching research, emphasizing the integration of information technology into teacher training. The article also explores the history and current practices of online teaching research in China and provides implications for developing high-quality education and teaching research based on internet and information technologies. [Extracted from the article]

Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students' values, beliefs, and emotions are valuable resources supporting students' development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice [ABSTRACT FROM AUTHOR]

Recently, the application and optimization research of intelligent algorithms in the monitoring and evaluation system of teaching mental health has been focused on. Many countries cannot avoid that with the rapid development of the urban economy, the mental health of Chinese people is ignored without knowing it. This phenomenon is more obvious in today’s campuses, especially in colleges and universities. Although the campus is equipped with a psychological counseling office, most students choose to give up because they can’t face themselves in a bad mood. Traditional random checks and individual conversations have no good effect. The intelligent algorithm developed in the new era is inevitably applied to the detection and evaluation of teaching psychological health. However, the intelligent algorithm at this stage cannot meet the requirements of teaching mental health monitoring and evaluation, because the data collection and processing are not completed through the matching intelligent algorithm, but directly through the algorithm DC method. The data collection will cause certain errors, and the data processing and output will inevitably be biased. This research is a kind of optimized intelligent algorithm system that can be applied to the monitoring and evaluation of teaching mental health. First, the research introduces and compares several modern intelligent algorithms used in teaching mental health monitoring and evaluation, and then analyzes the main influencing factors of monitoring and evaluation. These factors are integrated into the intelligent algorithm monitoring and evaluation system as key intelligent algorithm research objects, Finally, the optimized monitoring and evaluation system is applied in practice to obtain the corresponding imperfect information performance, and the final optimized result is obtained through further improvement. The results show that in most cases, a certain intelligent algorithm can not fully adapt to the detection and evaluation system, but the combination of different kinds of intelligent algorithms through influencing factors can give play to its advantages, and the final results can also be consistent with the actual. The proposed intelligent algorithm can not only be used in the monitoring and evaluation of teaching mental health but also reflect more monitoring and evaluation of teaching quality. The essence of the intelligent algorithm is to obtain complete data that can reflect reality by exploring the value of various information data. In the future, more joint intelligent algorithms will be proposed, which can adapt to more situations and achieve complete applications in teaching, security, medicine, and other fields.

Objective: To analyze the research hotspots and trends of nursing scenario simulation teaching at home and abroad, and to provide reference for future nursing talent education. Methods: CNKI and Web of Science databases were searched. From the establishment of the database to April 2022, relevant literature on nursing scenario simulation teaching research at home and abroad was retrieved, and Cite Space software was used for visual analysis. Results: The research focus on China was the application and application effect of nursing scenario simulation teaching. The research hotspots abroad are the quality evaluation, reliability and influence of nursing scenario simulation teaching. Conclusion: The research and development of nursing scenario simulation teaching gradually tend to be systematic. [ABSTRACT FROM AUTHOR]

Curriculum, fuzziness, curriculum design, vertical curriculum, curriculum making, teaching research. [Extracted from the article]

Teachers are the primary resource of education and an important guarantee for building a high-quality education system. Teaching research is an effective way for teacher professional development. This paper focuses on problems of the failure of traditional teaching research models, unbalanced supply, and inaccurate support, with the core goal of realizing the clustered, synergistic, and highquality development of teachers, and builds a new form model of three integrations, one focus, and N innovations for regional informatization teaching research with innovative characteristics, a dual coordination mechanism for the clustered high-quality development of teachers, and an accurate support strategy for the comprehensive literacy of teacher informatization teaching research. [ABSTRACT FROM AUTHOR]

During the Covid-19 pandemic, global teachers gained extensive experiences with teaching online courses. To design quality online courses in the post-pandemic era, the impact of the latest technology, such as artificial intelligence (AI), must be considered. Investigating how teachers incorporate AI-powered tools and how students perceive learning experiences with the tools is crucial for informing effective online course design. In this case study, we presented an 18-week online English course for 43 senior high school students in Taiwan. Designed according to learning theories, this course aimed to cultivate autonomous EFL learners, who learned to read and write with the support of three AI-powered tools (i.e. Linggle Write, Linggle Read, and Linggle Search). Data were collected from the instructors and students in both qualitative and quantitative formats. Results showed that a learning loop was created to connect online learning with offline practice; students had better optimal experience in student-centered presentations than in teacher-centered lectures; and language proficiency predicted semester grade and assignment quantity. This study has both theoretical and practical value; it serves as an example of how to design a quality synchronous online course on AI tools for EFL reading and writing based on theoretical approaches. [ABSTRACT FROM AUTHOR]

This article explores effective utilization methods of the massive open online course (MOOC) to promote the digital image resources of the Kizil Grottoes, a valuable cultural heritage site. The purpose of the initiative is to improve the aesthetic and artistic comprehension of art majors as well as to promote the general education of non–art major students. In 2020, Shandong University developed the MOOC course "Appreciation of Chinese Grotto Frescoes," which transformed their specialized courses into a resource-sharing platform. It promoted the improvement of the education and research of art majors and the general education of non-art majors. It provided a successful case for the utilization of digital cultural heritage for teaching and research. [ABSTRACT FROM AUTHOR]

Intelligent technology will change the measures, concepts, and methods of teaching research which should be not merely precision but intelligent. Intelligent precision teaching research will become the new method and form of the development of teaching research in the era of intelligence. The paper brings forth the theoretical framework of intelligent precision teaching research, including its definition, characteristics, technological environment, and approaches, and designs the practice blueprint of "one center, two paths, three principles, four objectives, and five tasks." It introduces the initial effects of the practice of intelligent precision teaching research and looks forward to the future prospects of this practice. [ABSTRACT FROM AUTHOR]

Analyzing the relationship between Internet attention and teaching research can provide a reference for extracting and identifying research hot spots in the discipline. Currently, many kinds of literature obtain social hot‐spot information based on a single platform, such as the Baidu Index, China National Knowledge Infrastructure (CNKI), and Web of Science. Still, they ignore the common information reflected between the Baidu Index platform and the professional academic platform and the lack of relationship demonstration between them. Therefore, based on the CNKI database and Baidu Index platform, the most critical data statistical analysis service platform in the Internet era, this article proposes a relationship modeling and prediction framework (RMPF). First, RMPF analyzes the relationship between public attention and teaching research from the perspective of "high school information technology" by word frequency analysis and Pearson. Second, RMPF constructs the relationship model between them using leave‐one‐out cross‐validation. Third, RMPF predicts the development of subject teaching and research using the autoregressive integrated moving average model and multiple regressions. The results show that the correlation coefficient between public attention and teaching research is more than 0.65 from the perspective of "high school information technology," showing a strong positive correlation. In recent years, the focus of high school information technology discipline tends to be integrating multimedia technology, cloud classroom, artificial intelligence, and other technologies and disciplines. In addition, discipline literature volume growth will slow in the next 2 years, with an average annual publication of 350 articles. The overall number of literature decreased by about 120 compared with 2020. Based on the proposed RMPF, this study clarifies the relationship between subject attention and teaching research through experimental demonstration and provides an implementation framework reference for researchers of relevant literature. [ABSTRACT FROM AUTHOR]

Balancing rigor with consideration for students' mental health is especially challenging for teaching research classes online, as these classes need to teach logic and meticulousness in applying theory to methods. Students are observed to be disengaged from the subject matter and might feel they lack control of their study and learning. In this paper, the researcher documents the use of timed classroom exercises for students in two (2) communication research courses in one of the private universities in Quezon City, Philippines. These timed exercises were used to (1) create the backbone of a research proposal, which can help streamline consults with students in their future studies; and (2) introduce storytelling as a creativity exercise. While students were able to finish their requirements, the exercises also assumed that students had read preparatory readings and had a good internet connection. College instructors can adapt the timed exercises to their classrooms to ensure that students read, and to help students see how they do not always need long hours to complete complex tasks. [ABSTRACT FROM AUTHOR]

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This praxis paper explores the theory and practice of teaching research methods and explains how the author combined her scholarship project with her teaching for the purpose of collecting data but also for demonstrating a research project in practice for her students to teach them research methods. A tentative new approach ('participant learning') to teaching research methods is proposed. [ABSTRACT FROM AUTHOR]

This paper discusses the importance of researching textual production processes in writing for academic publication in language teaching research by outlining how two papers were shaped by the journal submission and review process. Using a critical discourse analysis lens and text history analysis, the authors' difficulties in interpreting reviewer comments are illustrated along with how their manuscripts were transformed from initially pedagogy-focused texts to more research-focused at publication. The implications of this analysis for understanding authors' publishing practices and the persistent, problematic teaching-research divide in the language teaching field are discussed. Further, the research methods used demonstrate the importance of examining the processes underlying textual production. [ABSTRACT FROM AUTHOR]

Abstract Analyzing the relationship between Internet attention and teaching research can provide a reference for extracting and identifying research hot spots in the discipline. Currently, many kinds of literature obtain social hot‐spot information based on a single platform, such as the Baidu Index, China National Knowledge Infrastructure (CNKI), and Web of Science. Still, they ignore the common information reflected between the Baidu Index platform and the professional academic platform and the lack of relationship demonstration between them. Therefore, based on the CNKI database and Baidu Index platform, the most critical data statistical analysis service platform in the Internet era, this article proposes a relationship modeling and prediction framework (RMPF). First, RMPF analyzes the relationship between public attention and teaching research from the perspective of “high school information technology” by word frequency analysis and Pearson. Second, RMPF constructs the relationship model between them using leave‐one‐out cross‐validation. Third, RMPF predicts the development of subject teaching and research using the autoregressive integrated moving average model and multiple regressions. The results show that the correlation coefficient between public attention and teaching research is more than 0.65 from the perspective of “high school information technology,” showing a strong positive correlation. In recent years, the focus of high school information technology discipline tends to be integrating multimedia technology, cloud classroom, artificial intelligence, and other technologies and disciplines. In addition, discipline literature volume growth will slow in the next 2 years, with an average annual publication of 350 articles. The overall number of literature decreased by about 120 compared with 2020. Based on the proposed RMPF, this study clarifies the relationship between subject attention and teaching research through experimental demonstration and provides an implementation framework reference for researchers of relevant literature.

Technology has transformed sports training and healthcare teaching, enabling athletes and medical professionals to leverage cutting-edge tools and techniques to enhance their skills and knowledge. In sports training, wearable devices such as smartwatches and fitness trackers provide real-time feedback on athletes' performance, helping them optimize their training regimens and avoid injuries. Virtual and augmented reality technologies allow athletes to simulate game scenarios and improve their decision-making skills in a safe and controlled environment. In healthcare teaching, virtual and augmented reality, simulation software, and telemedicine platforms enable medical professionals to learn and practice complex procedures and techniques without needing physical patients. This can improve the quality and safety of care, reduce medical errors, and enhance the overall competence of healthcare professionals. In addition, technologies like electronic medical records, data analytics, and machine learning are being used to improve healthcare outcomes, from diagnosis and treatment to patient monitoring and follow-up care. By harnessing the power of technology, sports training, and healthcare teaching is being revolutionized, paving the way for more effective and efficient training and care for athletes and patients alike. [ABSTRACT FROM AUTHOR]

Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master's of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students' 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed. [ABSTRACT FROM AUTHOR]

With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers' intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers' presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods. [ABSTRACT FROM AUTHOR]

Grounded in a framework of high-impact educational practices, this article offers a model for incorporating Community Based Participatory Action Research (CBPR) into the social work graduate curriculum. The authors review the history of CBPR in social work and social work education and identify challenges and gaps when CBPR has been used in university settings. Two case studies are then examined: a MSW course that conducted a study on youth experiencing homelessness and a doctoral course centered on a study of HIV in the Ethiopian immigrant community. Implications for social work education at both the MSW and PhD levels are discussed. [ABSTRACT FROM AUTHOR]

Rapid Cycle Quality Improvement (RCQI) is often required for behavioral health work force training and evaluation projects supported by the U.S. Health Resources and Services Administration (HRSA). The RCQI process is well established within healthcare but under-utilized in academia to improve teaching and learning. We created and piloted the Friday Feedback (FF) survey tool as part of a HRSA funded training program for weekly completion by MSW interns. Across two semesters of full-time field education, a cohort of 15 MSW students completed 281 weekly FF surveys. Students reported activities such as number of patients seen, observations about integration of behavioral and physical health, patient successes and challenges, and time spent working on interdisciplinary teams. Cumulatively, students reported working with 2,425 patients/clients and in frequent close collaboration with other health professions. A review team comprised of faculty and staff met weekly to discuss students' FF data and create response plans to promote student learning. The RCQI process was feasible and acceptable to students and the team. It created a feedback loop to improve students' field experiences, enhanced the curriculum, and enabled effective monitoring and rapid response from team to students. Benefits and challenges of this RCQI approach to enhance field education along with lessons learned for wider adoption are discussed. [ABSTRACT FROM AUTHOR]

Reflective teaching is a new teaching concept arising in the new era compared with traditional teaching methods. It requires teachers to change the previous teaching mode of mechanical reproduction to realize reflection on teaching methods, teaching modes, teaching contents, etc. Through reflection, the most efficient teaching methods are chosen to help students complete the acquisition of complex knowledge with concise thinking. [ABSTRACT FROM AUTHOR]

This paper describes an innovative and replicable approach to teaching qualitative research through archived oral histories. Undergraduates with no research experience were able to pursue individual research questions and prepare a public conference presentation within one semester. In so doing, this approach overcame the barrier of a shortened timeframe for social sciences research involving human subjects. Each student learned how to a) manage the audio files and transcripts, b) code the transcripts, c) identify themes, and d) present their findings in a poster presentation suitable for a research symposium. Each project pursued a research question relevant to the student's career goals. Tailoring the projects in this way produced an experience that was engaging, valuable, and relevant to each student. Readers will learn the scaffolded pedagogy we adopted and uncover oral history collections for their own use. [ABSTRACT FROM AUTHOR]

The research process is usually construed as linear, from registration to graduation, defined by completion within a certain period. This notion of a linear 'pipeline' has been critiqued for its embeddedness in a managerial discourse and the way it constrains transformation. Here, we focus on how writing support gets ensnared in 'pipeline thinking', partly because of the dominant image of communication as a conduit, an image that shapes approaches to teaching research writing. Our experiences with the design, teaching and research of an online writing course unsettle fixed views of writing as a stable signifier of a position within, and completion of, the pipeline. We use Deleuze and Guattari's concept of the rhizome as a way of showing the paradox of research journeys—of keeping moving, while being located here, there and somewhere else. There is always an excess, something that spills out from pipelines. We offer snapshots of different kinds of data that express a 'both-and' rather than an 'either-or' logic: both course and resource, engagements within and beyond the course and writing as both process and product. Rhizomatic thinking allowed us to reflect on participants' research journeys, our course design and research process, as dynamic encounters with the potential for creativity and transformation. This yielded questions about writing and literacy where the emergent qualities of curriculum, writer identities and textual 'products-for-now' are embraced rather than suppressed. [ABSTRACT FROM AUTHOR]

Reflexivity involves examining one's background and perspectives in relation to the research topic, participants, and the processes and practices of research. Building on the growing field of utilizing arts-based practices in teaching qualitative research, in this article we examine how one doctoral student's engagement with drawing and painting within and beyond a qualitative research class supported her developing reflexivity. Guided by an interactional ethnographic perspective, we conducted domain, taxonomic, and discourse analyses of the student's art, reflection journals, video of a class presentation, and retrospective reflections she wrote three years later. Through these analyses we make visible that reflexivity through art creates potentials for understanding and transcending one's background to create new opportunities for learning about self and research. We also argue that deepening reflexivity requires a commitment to engage in the discomforts of learning in order to develop new ways of thinking and researching. [ABSTRACT FROM AUTHOR]

In this article, I present a thought experiment highlighting some lessons of the COVID-19 pandemic for language education. I focus on two characteristics of the pandemic and the English language teaching (ELT) industry. First, during the pandemic, humans appeared to grapple with the ancient problem of killer viruses, with modern medicine initially offering little beyond basic advice; and ELT seems to deal with old problems like teaching vocabulary with little real progress in decades. Second, Asia was the epicenter of COVID-19 that later spread worldwide and caused social consequences in addition to health disasters; and the history of English as an additional language started in Asia before spreading to other places and creating sociocultural challenges. Departing from this tentative analogy, I argue that traditional ELT theory and research trends need to be revisited, and sociopolitical concerns should be considered as crucial aspects of the essence of ELT. [ABSTRACT FROM AUTHOR]

Technology is opening doors to new methods of instruction that can support the learning of different types of students; flipped learning is one such approach. Due to its structure and theoretical underpinnings, flipped learning can help overcome the well-documented negative student attitudes towards research class to help them achieve the required learning. In this article, flipped learning and its theoretical bases are explained before detailing its application in an introductory social work research methods class. Benefits as well as limitations of this method are discussed to allow other instructors to assess how they could use it in a single class or an entire course. [ABSTRACT FROM AUTHOR]

Experiential learning techniques have the ability to prepare social work students for practice by exposing them to real world challenges and allowing them to gain hands on experience. However, little is known about the direct impact such techniques have on students' social work careers post-graduation. This study aims to fill that gap. Qualitative interviews were conducted with graduates from an undergraduate social work program (N=20) who had participated in an immersion learning course as part of their social work education. In part, this course focused on poverty, homelessness, and sexual exploitation of women. The six values of the NASW Code of Ethics and the principles based on these values were used as a framework to investigate the impact of this course. Interviews were analyzed by multiple investigators using Nvivo12. Findings indicate that experiential learning techniques, such as immersion learning, can have an impact on how students understand and apply each of the six ethical values of the Code with a generalist approach to poverty and homelessness post-graduation. Particularly, students reported an ability to better apply the values of social justice, dignity and worth of the person, importance of human relationships, and competence to their social work careers. These findings further inform social work education and reinforce the utility of experiential learning. [ABSTRACT FROM AUTHOR]

The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the 'spirit of research'. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching. [ABSTRACT FROM AUTHOR]

Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China's evidence-based reform in education can still contribute experience to its world counterpart. [ABSTRACT FROM AUTHOR]

Pedagogies and technologies evolve, yet academic library learning spaces are unable to keep up with the change. Budgetary and space limitations, traditional teaching practices, and staid attitudes all contribute to tethered spaces hindering active learning. This is a documentation of the authors’ urgent need to break free from tradition while providing students and faculty interactive equipment meeting pedagogical needs in an un-tethered, flexible learning space in three library and non-library spaces at the University of Florida's George A. Smathers Libraries Education and Architecture and Fine Arts Libraries. [ABSTRACT FROM AUTHOR]

This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms. [ABSTRACT FROM PUBLISHER]

Systematic inquiry is an inherent part of social work practice. Despite this fact, social work students and practitioners continue to view research as difficult, intimidating and irrelevant. This disconnect is compounded by a lack of rigorous study on how best to teach research concepts to social work students. One way to bridge this gap is to provide a more robust integration of research principles and practices into the MSW curriculum through practice-based research specializations. Yet, a systematic evaluation of the number and character of these specializations is still lacking. To address this reality, we first review the ways that social workers engage in research as a function of their everyday practice, and discuss how social work curricula can better integrate research as a part of practice. We then provide data on research curricula delivery collected in 2017 from 227 accredited two-year MSW programs in the U.S. that include the number of research specializations and research courses each graduate program offers. Based on these findings we suggest a model that bridges the research-practice divide, and conclude with an illustrative case example. [ABSTRACT FROM AUTHOR]

From the perspective of big data, consistent with the social environment, this paper examines the importance of developing urban landscape design and explains the role and importance of big data in the development of landscape design. Taking city J as an example, this paper analyzes the current problems of urban landscape design from the perspective of theory and puts forward important planning strategies of landscape design based on big data. Then, using 273 newly measured magnetoelectric data in the study area, the data set covering the distribution of earthquakes in the mountainous area of J City in 2020 and the data set composed of four important parts of the eastern part of the fault zone in the second stage are generated. The cutting technology and magnetic induction vector analysis technology are used to analyze the electrical structure of the inspection area; the ModEM electromagnetic inversion imaging system is used for 3D inversion of different data and parameters of earthquake distribution in mountainous areas; finally, it is found that it is closely related to the geological conditions, physical characteristics, and deformation data of the area. Finally, in view of the problem that the theory of big data landscape design and Chinese college art education lags behind the social practice, this paper takes the main methods of landscape design research as the necessary research ideas and aims to analyze the current situation and shortcomings of professional teaching research, supplemented by the concept of sustainable development, so as to promote the improvement of teachers' ability in the field of education and teaching. [ABSTRACT FROM AUTHOR]

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers' beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers' in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers' beliefs regarding both autonomy support and structure. As for teachers' actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

This report describes a teaching development grant (TDG) project that adopted a design-based research approach to enhance the language assessment literacy of preservice English teachers. In small groups, 92 preservice teachers engaged in test development projects, during which they developed tailor-made language tests for collaborating schools, implemented the tests, analysed responses, evaluated the tests, provided feedback to the schools, and wrote project reports. The assessment tasks they produced were annotated with detailed task features, categorised according to target skills, students and schools and stored in an online database open to incoming students and the world. 48 participants and users of the database evaluated their experience and the database via a questionnaire, which found a generally positive attitude towards the innovation but also several remaining issues to be addressed in the next iteration of the project. This project and the design-based research approach it adopted are applicable to preservice teacher training in other educational contexts as well as other areas of research interest. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL teachers' understanding of DI through exposure to and investigation of their own video-recorded classroom performance. The teachers also received three scaffolding sessions in which a number of DI-related notions were introduced to them to mediate the development of their understanding microgenetically. Analyses of the data revealed changes in the language with which teachers' understanding of the concepts was articulated and the scope of the understanding. Furthermore, the results of post-scaffolding interviews showed that the initiative had been productive in assisting the teachers with developing awareness of individual differences, particularly its contribution to enhancing their management skills. [ABSTRACT FROM AUTHOR]

The concept of Teaching-Research Nexus (TRN) is one of the main characteristics of the academic orientation. The current study attempts to examine how this perception is implemented in Israeli Academic Colleges of Education (ACEs) and how it is expressed in the work of senior teacher educators who have previously served as teachers in schools. An analysis of nine semi-structured interviews pointed to teacher students' and teacher educators' agency as being prominent patterns in the TRN implementation, and which are expressed in three ways: (a) agency of research insights to the educational field; (b) agency of reflective practitioning (an ability of the individual to create a relationship between his or her social and emotional world in the professional context); and (c) agency of cross-cultural research. The discussion delineates the similarities and differences between the perception of TRN among teacher educators in ACEs and academics in other institutions of higher education. [ABSTRACT FROM AUTHOR]