Search

Highly cited papers showcase high-quality research and encompass significant themes in the field. This study examined a total of 435 highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences with a bibliometric method. In particular, the bibliometric indicators of the highly cited papers including publication venues, authors, countries, institutions, and the top cited publications were presented and analyzed in detail. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. The top cited publications can be grouped into three categories: guidelines, recommendations based on systematic reviews, and evaluations. The most frequently explored topics based on the Abstract corpus and the most frequently used keywords from VOSviewer mapping overlap to a great extent. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research. [ABSTRACT FROM AUTHOR]

Publishing scientific articles is an expedition of tenacious efforts with patience and conscientious decision-making; however, even with such careful consideration, researchers may overlook the dubious activities of clandestine organizations or remain oblivious to the unethical aspects of publishing. Paper mills are the latest impediment to academic publishing's integrity. The increasing number of paper mill publications damages the credibility of genuine journals and jeopardizes academic integrity, adding to the vulnerability of research. This paper deals with the tactics, activity, detection, impact, and solving the menace of such fraudulent practices. This paper is a summary of existing literature and analysis that aims to increase awareness of fraudulent practices like paper mills among researchers and academicians. [ABSTRACT FROM AUTHOR]

The article in Educational Administration Quarterly calls for papers on the topic of estimation thinking in quantitative research in educational leadership. Estimation thinking focuses on questions of magnitude and evaluates the precision of estimations, rather than relying on traditional binary inquiries. The special issue aims to shift away from dichotomous thinking and promote estimation thinking, which considers factors such as sample size, biases, and variability in data. The objective is to foster a more informed and impactful research framework in educational administration and leadership. The article provides guidelines for manuscript submissions and a timeline for the publication process. [Extracted from the article]

The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking. [ABSTRACT FROM AUTHOR]

All universities mandate research, one of the institution's pillars and core mission. Over the last decades, ASEAN nations have been in a rapid transition to motivate and entice their faculty to increase and improve on research productions toward Indexed journals and proceedings. While papers submitted to proceedings have a lower bar in acceptance, Scopus or ISI-indexed journals are something that these institutions strive for, as they are critical to their accreditation and ranking. Unfortunately, journals have mushroomed overnight, and these seemingly suspicious journals collect monetary benefits like reviewing and publication fees to outright fly-by-night research predatory scammers. This has resulted in potential researchers using these and inadvertently sending them to reputable journals. Due to these unfortunate circumstances, this paper aims to support good paper development and submission and dispel beliefs of easy and potentially frustrating efforts. This paper attempts to provide retrospect and reflections on the "frustrations" of an Editor that papers should avoid in a Scopus Indexed Journal. It attempts to identify researchers' innocent or non-intentional practices by providing a set of dos and don'ts that are personalized based on retrospect and reflections of the paper submitted, rejected, and accepted in this Journal. It attempts to share "overlooked" practices that the researchers can use to ensure their papers stand a higher chance of acceptance. [ABSTRACT FROM AUTHOR]

This study used bibliometrics to analyze the characteristics of funded papers in the social sciences in Taiwan from 2015 to 2019, including the number of funded papers, funded paper ratio, document types, fields, type of publishing organizations, journal impact, and paper citation impact. The results indicate that the number of funded papers and the funded paper ratio of SSCI papers from Taiwan have both increased. In addition to articles and reviews, conference papers are a major type of funded paper for local SSCI papers. In terms of fields, the nontraditional social sciences, such as environmental sciences, psychiatry, and public/environmental & occupational health, have a particularly high funded paper ratio. However, the number of funded papers and funded paper ratio is the highest in the field of education & educational research. The fields of economics, management, and business have a large number of funded papers but a low funded paper ratio. Universities are the main funded institutions, but hospitals have the highest funded paper ratio. Funded papers tend to have higher paper citation impacts. Therefore, funding positively affects the productivity and impact of SSCI papers from Taiwan. [ABSTRACT FROM AUTHOR]

Abstract Short answer tests (SAT) are an assessment that examines nursing students' knowledge and can be used to evaluate expectations for student educational success. The purpose of this literature review is to combine the best available evidence as to whether short answer test papers meet nursing facility curricula learning outcomes. A literature review was performed consisting of data bases which included; ERIC, SCOPUS, CINAHL MEDLINE, COCHRANE LIBRARY and JOHANNA BIGGS INSTITUTE (JBI). The following keywords were used: Short answer test, written assessment, quiz, organisations, university, higher degree education, tertiary education, nursing, perceptions, attitude, opinions, thoughts, feeling and belief. The majority of studies demonstrated that short answer tests equip nursing students with the knowledge and critical thinking skills for the clinical setting. Three major themes were identified: the effects of increasing class sizes; authenticity and the validity of short answer tests. Short answer tests are commonly used in undergraduate nursing programs to evaluate students' level of knowledge which consists of their ability to critically analyse and problem solve. To maintain authenticity and validity of an assessment, there is a need for an evidence-based approach to their design to meet the core learning objectives within the curriculum. Highlights • Short answer tests equip nursing students with knowledge and critical thinking skills in preparation for the workforce. • Short answer tests are used to evaluate students' knowledge level and their ability to critically analyse and problem solve. • Authenticity and validity of assessments require an evidence-based approach to meet the learning outcomes in the curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. [ABSTRACT FROM AUTHOR]

The Department of Education relies on research to make functional decisions that can affect educational practices and resolve significant issues and problems. In addition, the education sector encourages all the teachers to conduct inquiries into their own practices in order to improve teaching and learning, practices and policies through action research. Based on the results of the survey which was answered by the teacher-respondents through the Google Form, the following findings were drawn. Most of the teacher-respondents clearly expressed their insights about action research. They have common perceptions that action research is an initiative which the teachers undertake to seek solutions in the existing problems that the school is experiencing. Likewise, they believe that through action research, the school diagnoses difficulties, and limitations with the goal of addressing the gaps which eventually lead to the improvement of the learners, the teacher, and the whole school community. With regard to the challenges which the teacher-respondents experienced in drafting and completing action research, the three common. The researchers developed an innovation on how to address the challenges of teacher respondents on making an Action Research. It is a workshop entitled CAFE MARS (Capacitate Fellow Educator, More of Action Research Studies). It is a capacity building workshop solely for inquiries about Action Research. This was delivered virtually. After gathering data on the survey, all the controllable factors that were reflected were summarized per category. From these categories, workshop schedule was crafted as to address the variety of circumstances of Master Teachers in making an Action Research. [ABSTRACT FROM AUTHOR]

Research in legislative drafting in Indonesia is compulsory. Output of the research is academic paper (Naskah Akademik) which supports rationale needed for legislative drafting. This academic paper also provides logical and objective argumentation on significance of legislation. Even though research in legislative drafting has become a compulsory since 2011, academics and practitioners found several weaknesses in research methodology. This article discusses two major issues related to research methodology in legislative drafting (developing the academic analysis). The first is dynamics of legislative policy developments related to research methodology for developing academic paper for legislative drafting in Indonesia. The second is weaknesses of legislative policy developments related to research methodology for legislative drafting in Indonesia. This article shows that the national policy on legislation did not provide comprehensive guidance on research methods for developing academic paper for legislative drafting. The existing guideline discussed general issues, which affect quality of academic paper for legislative drafting. As an addition, academic paper for legislative drafting is treated as not more than complementary document for the drafting because it provided neither scientific justification nor arguments. [ABSTRACT FROM AUTHOR]

This article describes the process and tools used to facilitate a collaborative student co-authored paper that was recently published as a short communication in the Journal of Education for Library and Information Science. As the instructor of the course in which the paper project took place, I provide direction here for other LIS instructors on how to successfully facilitate publishable-quality student co-authored papers as an in-class activity using online collaborative teaching tools. This paper project is especially relevant to courses or projects that include social justice topics. [ABSTRACT FROM AUTHOR]

The focus of the present study is to analyse the top 100 cited papers in the field of Education. The study is aimed to provide insight into the citation pattern, authorship pattern, year, journals, countries, etc. of these top cited papers with the help of bibliometric analysis. The data for the study was extracted from the Web of Science database. The results of the study indicate that the majority of these 100 top papers were published from 2002 to 2006. Educational Psychologist, Academic Medicine and Review of Educational Research were the foremost journals while Taylor and Francis and Sage Publications were the major publishers. The majority of the research papers are multi-authored and S.B. Issenberg, W.C. Mcgaghie and J Sweller are the most productive authors. USA is the dominating country in these top 100 papers and Northwstern University was the top institution. [ABSTRACT FROM AUTHOR]

This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.'s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors' work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students' engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards 'breaking ground' through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on 'building ground' through elaborating or employing existing methodological and/or theoretical approaches. [ABSTRACT FROM AUTHOR]

We investigated research processes applied in recent publications in the European Journal of Engineering Education (EJEE), exploring how papers link to theoretical work and how research processes have been designed and reported. We analysed all 155 papers published in EJEE in 2009, 2010 and 2013, classifying the papers using a taxonomy of research processes in engineering education research (EER) (Malmi et al. 2012). The majority of the papers presented either empirical work (59%) or were case reports (27%). Our main findings are as follows: (1) EJEE papers build moderately on a wide selection of theoretical work; (2) a great majority of papers have a clear research strategy, but data analysis methods are mostly simple descriptive statistics or simple/undocumented qualitative research methods; and (3) there are significant shortcomings in reporting research questions, methodology and limitations of studies. Our findings are consistent with and extend analyses of EER papers in other publishing venues; they help to build a clearer picture of the research currently published in EJEE and allow us to make recommendations for consideration by the editorial team of the journal. Our employed procedure also provides a framework that can be applied to monitor future global evolution of this and other EER journals. [ABSTRACT FROM AUTHOR]

The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues. [ABSTRACT FROM AUTHOR]

The UK’s Research Excellence Framework of 2014 was an expensive high stakes evaluation which had a range of impacts on higher education institutions across the country. One component was an assessment of the quality of research outputs where a major feature was a series of panels organised to read and rate the outputs of their peers. Quality control was strengthened after the Research Assessment Exercise of 2008, but questions still remain about how fair it is to rate all papers on the same scale by raters who may vary in both their reliability and their severity/leniency. This paper takes data from a large department in which 23 senior staff rated the outputs from 42 academics. In total, 710 ratings were recorded. The analyses, using the Rasch model, showed that: a single scale described the data well; most raters were reliable although two were idiosyncratic; there was, however, a noticeable variation in the severity/leniency of the raters, which should be taken into account in the overall assessment. Suggestions for future exercises include a pre-appointment procedure for panel members and statistical adjustments for the severity/leniency of raters. [ABSTRACT FROM AUTHOR]

Sub-Saharan Africa is facing multiple challenges regarding waste management, economic productivity, and climate change, all of which seriously endanger sustainable development. The concept of circular economy provides potential solutions for addressing this complex, multidimensional challenge. The aim of this paper is to contribute to the academic research and understanding of the circular economy’s status, its application, and its limits in the Sub-Saharan African context. Therefore, the study presents seven Ugandan businesses and entrepreneurs which apply circular economy practices in their operations based on field research conducted in May 2021. The examples touch on plastic recycling, agriculture, carpentry, textile, and paper and packaging industries. The main economic benefits generated are lower input costs, saved waste management costs, and better products for consumers. The improvement of waste collection as well as the reduction of waste landfills and GHG emissions can be considered the most significant environmental benefits. Beside job and additional income creation, better hygienic conditions and improved food nutrient content represent important social benefits. The primary challenges are formed by machinery and production problems which, along with fierce competition over imported products, limit the achievement of economies of scale to support economic sustainability of these initiatives. [ABSTRACT FROM AUTHOR]

In today's world, where data and information are increasingly proliferating, text summarization and technologies play a critical role in making large amounts of text data more accessible and meaningful. In business, the news industry, academic research, and many other fields, text summarization helps make quick decisions, access information faster, and manage resources more effectively. Additionally, text summarization research is conducted to further improve these technologies and develop new methods and algorithms to provide better summarization of texts. Therefore, text summarization and research in this field are of great importance in the information age. In this study, a new operating model for text summarization that can be applied to different algorithms is proposed and evaluated. Sixteen summarization algorithms covering six approaches (statistical, graph-based, content-based, pointer-based, position-based, and user-oriented) were implemented and tested on 50 different full-text article datasets. Four evaluation criteria (BLEU, Rouge-N, Rouge-L, METEOR) were used to assess the similarity between the generated summaries and the original summaries. The performance of the algorithms within each approach was averaged and the overall best-performing algorithm was selected. This best algorithm was subjected to further analysis through Topic Modelling and Keyword Extraction to identify key topics and keywords within the summarised text. The proposed model provides a standardized workflow for developing and thoroughly testing summarization algorithms across datasets and evaluation metrics to determine the most appropriate summarization approach. This study demonstrates the effectiveness of the model on a variety of algorithm types and text sources. [ABSTRACT FROM AUTHOR]

Introduction: Biomedical researchers have lamented the lengthy timelines from manuscript submission to publication and highlighted potential detrimental effects on scientific progress and scientists' careers. In 2015, Himmelstein identified the mean time from manuscript submission to acceptance in biomedicine as approximately 100 days. The length of publication timelines in health professions education (HPE) is currently unknown. Methods: This study replicates Himmelstein's work with a sample of 14 HPE journals published between 2008–2018. Using PubMed, 19,182 article citations were retrieved. Open metadata for each were downloaded, including the date the article was received by the journal, date the authors resubmitted revisions, date the journal accepted the article, and date of entry into PubMed. Journals without publication history metadata were excluded. Results: Publication history data were available for 55% (n = 8) of the journals sampled. The publication histories of 4,735 (25%) articles were analyzed. Mean time from: (1) author submission to journal acceptance was 180.93 days (SD = 103.89), (2) author submission to posting on PubMed was 263.55 days (SD = 157.61), and (3) journal acceptance to posting on PubMed was 83.15 days (SD = 135.72). Discussion: This study presents publication metadata for journals that openly provide it—a first step towards understanding publication timelines in HPE. Findings confirm the replicability of the original study, and the limited data suggest that, in comparison to biomedical scientists broadly, medical educators may experience longer wait times for article acceptance and publication. Reasons for these delays are currently unknown and deserve further study; such work would be facilitated by increased public access to journal metadata. [ABSTRACT FROM AUTHOR]

Summary: Breakthrough invasive fungal infections (IFIs) have emerged as a significant problem in patients receiving systemic antifungals; however, consensus criteria for defining breakthrough IFI are missing. This position paper establishes broadly applicable definitions of breakthrough IFI for clinical research. Representatives of the Mycoses Study Group Education and Research Consortium (MSG‐ERC) and the European Confederation of Medical Mycology (ECMM) reviewed the relevant English literature for definitions applied and published through 2018. A draft proposal for definitions was developed and circulated to all members of the two organisations for comment and suggestions. The authors addressed comments received and circulated the updated document for approval. Breakthrough IFI was defined as any IFI occurring during exposure to an antifungal drug, including fungi outside the spectrum of activity of an antifungal. The time of breakthrough IFI was defined as the first attributable clinical sign or symptom, mycological finding or radiological feature. The period defining breakthrough IFI depends on pharmacokinetic properties and extends at least until one dosing interval after drug discontinuation. Persistent IFI describes IFI that is unchanged/stable since treatment initiation with ongoing need for antifungal therapy. It is distinct from refractory IFI, defined as progression of disease and therefore similar to non‐response to treatment. Relapsed IFI occurs after treatment and is caused by the same pathogen at the same site, although dissemination can occur. These proposed definitions are intended to support the design of future clinical trials and epidemiological research in clinical mycology, with the ultimate goal of increasing the comparability of clinical trial results. [ABSTRACT FROM AUTHOR]

This paper sets out to explore the different uses made of Organisation for Economic Co-operation and Development Program for International Student Assessment (OECD-PISA) tests and data in mathematics education research. Through a comprehensive literature review of journals and conference papers, we show that although a large variety of topics is addressed, they do not cover all the topics considered in mathematics education research. Analysing the temporal and geographical distribution of papers, we find that there is increasing interest in the use of PISA in our field of research and that different countries are involved in different ways in mathematics education research about PISA. As a conclusion, we suggest that critical research into the effect of PISA can be developed further, especially in those countries that have joined the OECD survey in recent years. Other future research paths using data from PISA are detected. [ABSTRACT FROM AUTHOR]

Despite the importance of science education in an informal environment, the reality is that there is a lack of trend analysis research on 'Informal Science Learning (ISL)' and its effects. Therefore, the purpose of this paper is to find out the educational effects of ISL and how to use it, and to provide guidelines for future ISL research directions. This study classifies specific ISL-related papers published from 2010 to 2019 and compares them with each element of GLO used to measure the effectiveness of informal education. The fit of the analyzed data was checked for each part through SPSS and Chi-Square. In conclusion, it was found that researchers are using 'ISL' to pursue 'Knowledge and Understanding' and 'Attitudes and Values' among the five performance indicators of 'GLO'. On the other hand, 'Skills' and 'Enjoyment, Inspiration and Creativity' appear to have the least expectations, so supplementation is required in these areas in the future. In addition, this study intends to suggest a direction for informal science education-related program development and future research to various education workers. [ABSTRACT FROM AUTHOR]

Introduction: A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. Methods: The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic. We augmented this list of papers with further suggestions by expert mentors. Via this process, we created a list of 29 papers in total on the topic of medical education study design. After gathering these papers, our authorship group engaged in a modified Delphi approach to build consensus on the papers that were most valuable for the understanding of proper study design in medical education. Results: We selected the top five most highly rated papers on the topic domain of study design as determined by our study group. We subsequently summarized these papers with respect to their relevance to junior faculty members and to faculty developers. Conclusion: This article summarizes five key papers addressing study design in medical education with discussions and applications for junior faculty members and faculty developers. These papers provide a basis upon which junior faculty members might build for developing and analyzing studies. [ABSTRACT FROM AUTHOR]

Such a notion of teaching is not just problematic in terms of the very practice of teaching but has also undermined teacher agency, teacher identity and teacher professionalism, individually and collectively. All this suggests that transnational policy actors intersect with teacher education reform; it is important, however, to investigate how their policies are resisted and recontextualized, and where the regionally based networks of educators and schools experimenting with bottom-up teacher education reform are emerging. [Extracted from the article]

Problem posing engages students in generating new problems based on given situations (including mathematical expressions or diagrams) or changing (i.e., reformulating) existing problems. Problem posing has been at the forefront of discussion over the past few decades. One of the important topics studied is the process of problem posing as experienced by students and teachers. This paper focuses on problem-posing processes and models thereof. We first provide an overview of previous research and then present the results of a scoping review regarding recent research on problem-posing processes. This review covers 75 papers published between 2017 and 2022 in top mathematics education research journals. We found that some of the prior research directly attempted to examine problem-posing processes, whereas others examined task variables related to problem-posing processes. We conclude this paper by proposing a model for problem-posing processes that encompasses four phases: orientation, connection, generation, and reflection. We also provide descriptions of the four phases of the model. The paper ends with suggestions for future research related to problem-posing processes in general and the problem-posing model proposed in particular. [ABSTRACT FROM AUTHOR]

To celebrate the 50th anniversary of the Australasian Science Education Research Association's annual conference, this paper reviews the last 25 years of the Association's journal Research in Science Education (RISE). All RISE papers, at 4-year intervals (1994–2018; seven volumes), were reviewed: a total of 262/970 (27%) papers. Abstracts, together with the methodology/methods sections, were the main source of data, although theoretical/conceptual frameworks were also identified. Using a range of research indicators (e.g., research theme; paradigm and research design/methodology choice; methods used; sample characteristics; authors' nationality), various trends emerged. Other data and trends were accessed using the Scopus database (e.g., research areas, most cited papers). Comparisons are made with similar reviews of the leading international science education journals (JRST, Science Education and IJSE), as well as White's review for the first 25 years of ASERA (RISE, 27(2)). Findings indicate the increasing diversity of areas investigated, the mix of research approaches used, and a plurality of research designs. Trends are interpreted and overlooked areas identified. Future research possibilities are proffered and the direction that RISE appears to be heading. [ABSTRACT FROM AUTHOR]

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. [ABSTRACT FROM AUTHOR]

Learning styles are a topic of interest in educational research about how individuals acquire and process information in offline or online learning. Identification of learning styles in the online learning environment is challenging. The existing approaches for the identification of learning styles are limited. This study aims to review the many learning styles characterized by various classification approaches toward the automatic prediction of learning styles from learning management system (LMS) datasets. A systematic literature review (SLR) was conducted to select and analyze the most pertinent and significant papers for automatically predicting learning styles. Fifty-two research papers were published between 2015-2023. This research divides analysis into five categories: the classification of learning style models, the collection of the collected dataset, learning styles based on the curriculum, research objectives related to learning styles, and the comprehensive analysis of learning styles. This study found that learning style research encompasses diverse theories, models, and algorithms to understand individual learning preferences. Statistical analysis, explicit data collection, and the Felder-Silverman model are prevalent in research, highlighting the significance of algorithm improvement for optimizing learning processes, particularly in computer science. The categorization and understanding of various methods offer valuable insights for enhancing learning experiences in the future. [ABSTRACT FROM AUTHOR]

The development of learning theories, present societal needs, and the positive empirical findings in the relevant literature support the thesis that inquiry-based learning (IBL) is promising for teaching and learning, which deserves further development. Few studies have been conducted on content analysis of IBL in science education at the international level. However, the overall trends of IBL in science education research trends in Ethiopia are not well known. Therefore, this study aimed to investigate the nature and status of inquiry-based learning research in Ethiopia by employing a quantitative method. A total of 23 studies, including 14 theses, eight articles, and one dissertation were analyzed in terms of the methodological approaches used and the subjects studied. The most frequently investigated IBL science areas were biology (43.5%) and chemistry (34.75%). Guided inquiry (69.6%) (5E model = 65.2% and 7E model = 4.4%) studies were the most frequently investigated inquiry types. Teaching (47.8%) and learning (43.5%) were the most frequently focused subject matters of the studies reviewed, while cognitive elements (58.6%) were the most frequently used research elements in IBL studies, and quantitative studies with predominantly quasi-experimental methods (60.9%) were widely employed. The findings of this study indicated that IBL was found to be a new research area in Ethiopia where it has been practiced in science education at the primary level. This study is considered useful to develop an understanding of the nature and status of IBL research in Ethiopia and provide information on what could be done about IBL in the future. [ABSTRACT FROM AUTHOR]

This study analyzes the journal impact factor and related bibliometric indicators in Education and Educational Research (E&ER) category, highlighting the main differences among journal quartiles, using Web of Science (Social Sciences Citation Index, SSCI) as the data source. High impact journals (Q1) publish only slightly more papers than expected, which is different to other areas. The papers published in Q1 journal have greater average citations and lower uncitedness rates compared to other quartiles, although the differences among quartiles are lower than in other areas. The impact factor is only weakly negative correlated (r = - 0.184) with the journal self-citation but strongly correlated with the citedness of the median journal paper (r = 0.864). Although this strong correlation exists, the impact factor is still far to be the perfect indicator for expected citations of a paper due to the high skewness of the citations distribution. This skewness was moderately correlated with the citations received by the most cited paper of the journal (r = 0.649) and the number of papers published by the journal (r = 0.484), but no important differences by journal quartiles were observed. In the period 2013–2018, the average journal impact factor in the E&ER has increased largely from 0.908 to 1.638, which is justified by the field growth but also by the increase in international collaboration and the share of papers published in open access. Despite their inherent limitations, the use of impact factors and related indicators is a starting point for introducing the use of bibliometric tools for objective and consistent assessment of researcher. [ABSTRACT FROM AUTHOR]

It is well documented in both the British press and mathematics education literature that many considerA-levels (qualifications for secondary school leavers in England,Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in theUK. A-levelMathematics and FurtherMathematics are not solely intended for those wishing to go on to study undergraduatemathematics, though this is often the onlymathematics study and preparation available to, and done by, most students. A number of British universities now require applicants to perform well on entrance examinations or 'extension' papers in addition to achieving certain grades in A-level Mathematics and, sometimes, Further Mathematics. This article outlines research which used the Mathematical Assessment Task Hierarchy (Smith et al., 1996) and builds upon the work of Darlington (2014) to describe the mathematical skills required to answer the questions in extension papers.These are then contrasted with skills required at A- and undergraduate level. Each of the three extension papers analysed (Advanced Extension Awards, Sixth Term Examination Papers and university admissions tests) were found to differ from each other, as well as from A-level and undergraduate examinations. This suggests that there are benefits for students doing such papers before university mathematics study. The advantages of doing these papers are not only for admissions tutors, who can use them as additional indicators of candidates'aptitudes, but also for the students themselves as they gain insights into the nature of undergraduatemathematics and related furthermathematical challenges. [ABSTRACT FROM AUTHOR]

A range of research studies have been conducted on either quizes or minute papers as formative assessment tools. A comparison of both tools was done by Kwan through his survey of students learning about the principles of economics. Kwan's study compared the application of a one-minute paper and quiz in the form of extended true-false, multiple-choice, and short answers. However, this article experimentally compared a matching quiz and half-minute paper as formative assessment tools in an Educational Research Design class, a content-based subject taught to university students. The results of the descriptive statistics showed that the matching quiz was more effective than the half-minute paper as a formative assessment tool. Inferential statistics using the independent sample t-test, however, revealed that the difference between the experimental and control groups' posttest mean scores was not statistically significant. This indicated that the matching quiz and half-minute paper could possibly be used interchangeably; however, the teacher should be aware that the matching quiz is more practical but cannot develop students' higher-order thinking skills, while the half-minute paper encourages active learning but takes more time to apply. [ABSTRACT FROM AUTHOR]

Copyright of Nóesis: Revista de Ciencias Sociales is the property of Revista Noesis 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.)

The article presents the discussion on Japan Institute of Public Finance (JIPF) was established in 1940 by 63 scholars. Topics include enhancing academic research in public finance, providing opportunities for members to present their research papers; and first post-war Annual Conference was held in 1949 and has been held annually since then in either October or November.

The aim of this Special Issue of I JRST i is to provide a platform for thoughtful and critical examinations of translanguaging theory and pedagogy (García & Wei, 2014; Otheguy et al., 2015; Wei, 2018) in the context of science and engineering education. Call for papers: Journal of Research in Science Teaching - Special issue on "Examining translanguaging in science and engineering education research" This Special Issue serves as an opportunity to bring together science and engineering education scholars who are critically engaging with the questions of "what counts as productive means of communication?". [Extracted from the article]