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Learning Design (LD) research is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers' needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers' behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology‐Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future. [ABSTRACT FROM AUTHOR]

Despite the popularity of automated writing evaluation (AWE) that has provoked an increased scholarly interest, synthesized research to comprehensively understand its pedagogical effects is still in paucity. To fill the gap, this study aims to meta‐analyse the overall effect of AWE on learners' writing skill development and whether the effect differs from how it has been used. From activity theory (AT) perspective, this study reported results based on a meta‐analysis of 33 valid effect sizes involving 2995 participants from 25 experimental and quasi‐experimental studies published during 2000–22. The results of the study showed that the overall effect was g = 0.429, 95% CI [0.266, 0.592], suggesting that AWE for writing skill development is more effective than traditional methods, such as traditional classroom interaction, teacher‐led interaction and peer interaction. Regarding AT‐related moderators for the overall effect, different moderator effects of educational levels, proficiency levels, sample size types, target language types, intervention durations, text genre types, human–computer interaction types, feedback types and program types were reported. Informed by the results obtained, this study also provided some insights into the pedagogical implications for practice. Practitioner notesWhat is already known about this topic The facilitative effects and educational affordances of automated writing evaluation (AWE) for writing skill development have been well‐documented.Existing studies have been helpful in affording insights into the use of AWE for writing skill development.Few studies to date published have directly and quantitatively meta‐analyse the use of AWE for writing skill development.It is difficult to understand the effect size and potential AT‐related moderators of AWE for writing skill development.What this paper adds A thorough AT‐driven meta‐analysis of the publications on AWE for writing skill development was conducted.AWE is more effective than traditional methods for writing skill development with an effect size of g = 0.429.The pedagogical effect of AWE is affected by such moderators as educational levels, intervention durations, human–computer interaction types and feedback types.Implications for practice and/or policy Pedagogical potentials of AWE should be encouraged to explore among learners of different educational levels.When using AWE, a combination of human interaction with AWE is necessary.Researchers should understand how such factors as learner individual differences, writing assignment, AWE program and research design may impact the pedagogical effects of AWE. [ABSTRACT FROM AUTHOR]

Introduction: The number of occupational therapy degree programs in Australia has increased substantially over the last decade. During this time, Australian academics have produced a significant amount of scholarship focussed on entry‐level education; however, the landscape of this scholarship has not been examined. The aim of this study was to review the literature on the scholarship of entry‐level Australian occupational therapy education programs, specifically the topics explored and methods employed. Methods: An extensive search of nine databases produced 1,002 papers related to occupational therapy education. Two researchers screened each paper using inclusion and exclusion criteria. Seventy‐six articles, published between 2000 and September 2019, were included. Data were extracted using a coding tool, and entered into NVivo, where data were analysed using queries and tallies of the characteristics of the articles. Results: Sixty‐eight articles were research and eight were other peer reviewed literature. Articles primarily focussed on student characteristics and perceptions. Quantitative research designs were predominant with surveys the most frequently used method. There were few articles that addressed the topic of teaching methods and approaches, and of these none addressed occupation‐centred teaching. No articles addressed the learning environment. Four articles reported on an educational intervention that targeted participation, and attitudes/perceptions or knowledge/skills of students and/or academics. These findings inform understanding about what has been completed so far in the scholarship; and what topic focus and research designs could address gaps in existing knowledge. Conclusions: This review elucidated topics that have been well researched (student focus), as well as gaps in the scholarship (teaching methods and approaches including occupation‐centred teaching, and the learning environment). It showed that quantitative designs were predominant, with qualitative approaches less frequently adopted. The results of this review could assist academics and researchers to focus their scholarship on topics that require further investigation and diversify research methods. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]

The discourse on ideal teachers and teaching has recognised the importance of empathy. Despite the popularity of the concept in educational training and practice, research knowledge remains limited and fragmented. This paper aims to analyze the empirical research on empathy in K-12 teaching. The search for empirical studies yielded 28 articles, which were grouped according to four conceptualisations: empathy as a trait, empathy as a state, empathy as communication, and empathy as a relationship. [ABSTRACT FROM AUTHOR]

After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Année de la Recherche en Sciences de l'Education is the property of L'Harmattan Edition Diffusion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nauki o Wychowaniu. Studia Interdyscyplinarne is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

My current research concerns the politics of Russian history education. In this paper, I discuss some of the issues raised by the study of national history textbooks. I analyze the normative implications of sentences and statements about the past and try to define contrary ideological assumptions. How do the authors construct the aim of historical education? In what kind of activities do the typical patterns of textbook questions and instructions try to engage pupils? How do the different textbooks construct the political subject? The article aims to explore the media construction of political actions in Russian school history textbooks. [ABSTRACT FROM AUTHOR]

In the paper the analysis of the new interdisciplinary research field of «Philosophy of Education» is considered. «Philosophy of Education» explore the educational system in its correlation with a cultural paradigm. Importance humanitarization of educational process is underlined in XXI century and similarly necessity of the national system of education with the use of traditional forms of teaching and education. [ABSTRACT FROM AUTHOR]

The objective of this paper is to discuss aspects of high school students' learning of probability in a context where they are supported by the statistical software R. We report on the application of a teaching experiment, constructed using the perspective of Gal's probabilistic literacy and Papert's constructionism. The results show improvement in students' learning of basic concepts, such as: random experiment, estimation of probabilities, and calculation of probabilities using a tree diagram. The use of R allowed students to extend their reasoning beyond that developed from paper-and-pencil approaches, since it made it possible for them to work with a larger number of simulations, and go beyond the standard equiprobability assumption in coin tosses. [ABSTRACT FROM AUTHOR]

ObjectiveWe sought to conduct a major objective of the CAEP Academic Section, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools.MethodsWe developed an 84-question questionnaire, which was distributed to academic heads. The responses were validated by phone by the lead author to ensure that the questions were answered completely and consistently. Details of pediatric emergency medicine units were excluded from the scan.ResultsAt eight of 17 universities, emergency medicine has full departmental status and at two it has no official academic status. Canadian academic emergency medicine is practiced at 46 major teaching hospitals and 13 specialized pediatric hospitals. Another 69 Canadian hospital EDs regularly take clinical clerks and emergency medicine residents. There are 31 full professors of emergency medicine in Canada. Teaching programs are strong with clerkships offered at 16/17 universities, CCFP(EM) programs at 17/17, and RCPSC residency programs at 14/17. Fourteen sites have at least one physician with a Master’s degree in education. There are 55 clinical researchers with salary support at 13 universities. Sixteen sites have published peer-reviewed papers in the past five years, ranging from four to 235 per site. Annual budgets range from $200,000 to $5,900,000.ConclusionThis comprehensive review of academic activities in emergency medicine across Canada identifies areas of strengths as well as opportunities for improvement. CAEP and the Academic Section hope we can ultimately improve ED patient care by sharing best academic practices and becoming better teachers, educators, and researchers. [ABSTRACT FROM PUBLISHER]

German Democratic Republic (GDR) pedagogy is still a topic that is as fascinating as it is controversial – in particular, when it comes to school and teaching. This article is dedicated to a source that has so far remained internationally unnoticed, the Pedagogical Readings as a written recording of experiences and providing innovative proposals implemented by GDR pedagogues. A total of about 9500 have been preserved to date in the Library for Education History Research, a source unique in the history of education that has hardly been appreciated until now. The article describes the contours of the corpus itself, and reports on research undertaken so far. Using the part of the corpus that refers to the pedagogical work with cognitively impaired pupils, it shows, through examples, that a closer analysis of this highly original source material has the potential to give new impulses to social narratives concerning GDR pedagogy as well as to the related academic discussion. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educação Popular is the property of Revista de Educacao Popular and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher research allows teachers to learn about their teaching and connect theory to practice through systematic self-study. This report examines eight US-based graduate students’ research projects while they were teaching EAP during a practicum in Thailand. Findings indicate that their projects took different forms, from action research to introspective analysis, which reflected the teacher-researchers’ emerging understandings of their instructional context and perspectives as teachers and researchers. This article presents profiles of three teacher-researchers’ studies to illustrate the varied forms and outcomes of their studies. Their study designs reflect the teachers’ choices of methods in response to contextual and personal factors. [ABSTRACT FROM AUTHOR]

Problem: Educational scholarship is an important component for faculty at Academic Medical Centers, especially those with single-track promotion systems. Yet, faculty may lack the skills and mentorship needed to successfully complete projects. In addition, many educators feel undervalued.Intervention: To reinvigorate our school's educational mission, the Institute for Excellence in Education (IEE) was created. Here we focus on one of the IEE's strategic goals, that of inspiring and supporting educational research, scholarship, and innovation.Context: Using the 6-step curriculum development process as a framework, we describe the development and outcomes of IEE programs aimed at enabling educational scholarship at the Johns Hopkins University School of Medicine.Outcome: Four significant programs that focused on educational scholarship were developed and implemented: (a) an annual conference, (b) a Faculty Education Scholars' Program, (c) “Shark Tank” small-grant program, and (d) Residency Redesign Challenge grants. A diverse group of primarily junior faculty engaged in these programs with strong mentorship, successfully completing and disseminating projects. Faculty members have been able to clarify their personal goals and develop a greater sense of self-efficacy for their desired paths in teaching and educational research.Lessons Learned: Faculty require programs and resources for educational scholarship and career development, focused on skills building in methodology, assessment, and statistical analysis. Mentoring and the time to work on projects are critical. Key to the IEE's success in maintaining and building programs has been ongoing needs assessment of faculty and learners and a strong partnership with our school's fund-raising staff. The IEE will next try to expand opportunities by adding additional mentoring capacity and further devilment of our small-grants programs. [ABSTRACT FROM PUBLISHER]

Public health clinical educators and practicing public health nurses ( PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium ( HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/ PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model ( PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. [ABSTRACT FROM AUTHOR]

Background: Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program.Methods: An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively.Results: A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities.Conclusions: The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts. [ABSTRACT FROM AUTHOR]

For geropsychology to flourish in the years ahead, we need scientists to advance knowledge and teachers to draw new professionals into the field. In this project the authors surveyed 100 geropsychologists who completed a doctoral degree in clinical or counseling psychology about their experience with training for research and teaching. The majority were currently conducting some degree of research (38%) and some form of teaching (45%). The majority of ratings for components of research training were in the “very good to excellent” range, whereas elements of teacher training were rated in the “poor to good” range, though there was variability among persons and components. Qualitative comments revealed enthusiasm for research and teaching roles and a need to enhance our training of geropsychologists as educators. The authors provide several suggestions that could enhance research and teacher training for current and future students of professional geropsychology. [ABSTRACT FROM PUBLISHER]

The article focuses on education and public outreach which has been an integral part of the career as a scientist and a scientist career is a combination of research and teaching. It includes that mentoring by role models helps recruit students into science, technology, engineering, and math fields and helps retain and advance them along the academic ladder and now mentoring programs available for all stages of the scientist's career.