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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]

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]

The article invites submissions for the award for the William M. Jones Best Graduate Student Paper in American Culture Studies, to be presented at the annual meeting of the Popular Culture Association/American Culture Association in 2023.

Many English Examination Boards will make some use of the differentiated paper method of assessment in the new scheme of 16+ examining, but it is not clear whether problems of comparability have been adequately solved. This article presents an analysis based on well-defined assumptions incorporated into a measurement model and utilising regression. Marks on the paper not taken by a group are estimated from their joint marks on the common paper and the paper specific to their group. The marks are then weighted using the measurement model and combined to produce a rank order over both the groups. In an appendix, the weighting method used is related to the more usual method of weighting adopted when combining scores. [ABSTRACT FROM AUTHOR]

To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper-based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre-lesson questionnaire, and after the lessons completed another questionnaire plus the NASA-TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used for each group were the conventional method, paper-based concept mapping and computer-based concept mapping. At the end of a 4-week instruction, posttests were administered to assess computer hardware achievement, computer anxiety and computer attitude of the students. The findings indicate that paper-based and computer-based concept mapping strategies produce better results than the conventional method. However, the effects of paper-based and computer-based concept mapping strategies were not significantly different. [ABSTRACT FROM AUTHOR]

My intervention briefly addresses the long, complex debate on technical and educational issues within British psychoanalysis during the late 1930s and 1940s. I hope to show that some of the problems discussed and the resolutions proposed by the Training Committee of the British Society during the years of the Controversies which we are commemorating are still a source of food for thought today, in spite of the fact that they belong to a specific past. I stress the importance of Strachey's ideas about an open psychoanalytic forum. This would not be the solution to all our problems, as crises and dissent are an inevitable part of the development of our discipline. However, the more transparent and the more informed we are about our past, and about the whole internal history of our discipline, including the wider cultural, scientific and socio-political context within which psychoanalysis developed and is developing, the better chance we have of understanding our present. [ABSTRACT FROM AUTHOR]

Partnerships of teachers with scientists are thought to be important for many aspects of science education reform, but it is not always clear how to make such partnerships productive. Between 1994 and 1997, high school teachers were partnered with scientists, to design yearlong ecological research projects in which the teachers were learning for their own sake, rather than to create new curriculum. In these partnerships the relationships with the scientists took many forms. We found that negotiations around five dimensions seemed particularly important: (1) Whose question was being investigated? (2) Was the focus primarily on data collection or data analysis? (3) Was the research based on the ecologist's area of expertise, or the teachers' interest? (4) Was the focus primarily on the teachers' learning on their students' classroom learning? (5) Was the research intended for an external audience, or primarily for the teachers' own benefit? Three case studies are presented, showing how these dimensions shaped the negotiations of more successful and less successful collaborations. Implications for inquiry-based pedagogy, and cultural issues arising in scientist-teacher collaborations, are discussed. © 2006 Wiley Periodicals, Inc. Sci Ed, 90:734–761, 2006 [ABSTRACT FROM AUTHOR]

At the Higher Education Research Group (HERG) Annual General Meeting on the 29 August 2018, it was proposed that the Research Group might consider broadening its remit to consider a wider context of geography education and formally include the geographies of education. In this editorial, we outline the background to this proposal and the process which was undertaken to evolve from HERG to the Geography and Education Research Group (GeogEd) over the following two years. We take the opportunity to introduce this special section of five papers, each offering a different perspective on the background to and future of the newly re‐framed Research Group. In this way they: (1) explore the history of the Research Group since its inception; (2) provide a critical overview of the geographies of education; (3) explore the reciprocal relationship between geography education and the geographies of education, and the process of (re)forming GeogEd; (4) offer reflections from senior members of the Royal Geographical Society and Geographical Association on the new Research Group; and (5) reflect on the opportunities the bringing together of different communities of practice under GeogEd might offer in the future. [ABSTRACT FROM AUTHOR]

Background: Qualitative research explains observations, focusing on how and why phenomena and experiences occur. Qualitative methods go beyond quantitative data and provide critical information inaccessible through quantitative methods. However, at all levels of medical education, there is insufficient exposure to qualitative research. As a result, residents and fellows complete training ill‐equipped to appraise and conduct qualitative studies. As a first step to increasing education in qualitative methods, we sought to create a curated collection of papers for faculty to use in teaching qualitative research at the graduate medical education (GME) level. Methods: We conducted literature searches on the topic of teaching qualitative research to residents and fellows and queried virtual medical education and qualitative research communities for relevant articles. We searched the reference lists of all articles found through the literature searches and online queries for additional articles. We then conducted a three‐round modified Delphi process to select papers most relevant to faculty teaching qualitative research. Results: We found no articles describing qualitative research curricula at the GME level. We identified 74 articles on the topic of qualitative research methods. The modified Delphi process identified the top nine articles or article series most relevant for faculty teaching qualitative research. Several articles explain qualitative methods in the context of medical education, clinical care, or emergency care research. Two articles describe standards of high‐quality qualitative studies, and one article discusses how to conduct the individual qualitative interview to collect data for a qualitative study. Conclusions: While we identified no articles reporting already existing qualitative research curricula for residents and fellows, we were able to create a collection of papers on qualitative research relevant to faculty seeking to teach qualitative methods. These papers describe key qualitative research concepts important in instructing trainees as they appraise and begin to develop their own qualitative studies. [ABSTRACT FROM AUTHOR]

This article reports that the study was undertaken to test whether titles of chemical papers are becoming more informative and whether uninformative titles of chemical papers are being eliminated since the advent of the KWIC index in 1958. One of the strongest objections voiced against such indexes is that titles of papers are unsatisfactory as a basis for subject index entries because titles are not composed with indexing in mind. The adequacy of titles as a source of subject content clues has been given much attention in the last decade, and many studies have been published on the subject.

Background: A body of literature has arisen analyzing and legitimating the emerging field of engineering education research (EER). Using concepts from the sociology of knowledge, EER can be described as a region because it has relationships both to other academic fields and to its field of practice. Of interest is the strength of boundaries between these fields, described by the sociologist Bernstein's concept of classification. Purpose/Hypothesis: This study addresses the research questions: (1) How, when and by whom are arguments made to strengthen or weaken the boundaries, first between EER and other academic fields and second between EER and engineering teaching? (2) How do these arguments change across time and national contexts? Design/Method: Drawing on a survey of 21 EER experts, this sociological discourse analysis focuses on a purposive dataset of 17 papers from 2000 to 2020. Results: The study identified three main arguments in this literature, favoring: (1) strong classification (a singular in sociological terms); (2a) a region linked outward to teaching practice; and (2b) a region linked inward to other social science disciplines. Conclusions: The argument for EER as a strongly classified field has served value in establishing legitimacy and associated resources in some contexts but has not yet delivered a unique knowledge base for such legitimation. An alternative framing holds together the productive tension between two directions in which EER as a region can face: Looking inward to parent disciplines for theoretical and methodological direction and looking outward to the world of practice for meaningful problems to guide its studies. [ABSTRACT FROM AUTHOR]

The article examines the relation between traditional and paper-and-pencil formal operations tasks in the U.S. The aim of the study was to provide information based on high school students' performance on both the Tomlinson-Keasey and Campbell measure and a set of traditional, individually administered tasks. The subjects used were 27 children from 9th- and 10th grade. The results of the study indicates that Pearson correlations between the traditional formal operations tasks and their paper-and-pencil analogs were generally low and nonsignificant.

Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. Practitioner notesWhat is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation.There is a wide variety of DPL tools with different adaptive dimensions.Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains.What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL.Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element.Insight into the impact of DPL taking into account study design and outcome indicators.Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice.Concrete suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This paper provides a critical overview of scholarship on the geographies of education. The article explores some of the key roots, linguistic traditions, and conceptual underpinnings of what has become a burgeoning and diverse area of scholarship. It emphasises the different subdisciplinary areas to which research on geographies of education has contributed, including work on social reproduction, the relationship between education spaces and their "outsides," the agency of learners, structural inequalities, learners' experiences, materialities, and mobilities. The paper concludes with some suggestions about future work on geographies of education, identifying key areas of potential in terms of connection: with scholarship on geography education; with research going on outside geography; with scholarship on education spaces less well‐represented thus far (such as Further Education); and with research on and from non‐Anglophone contexts and the Majority Global South. This paper provides an overview of scholarship on the geographies of education. It considers research from a number of geographical traditions, providing a wide‐ranging review of work on issues as diverse as identities, political ideals, materiality, inequality, mobility, and learners' experiences. The paper also explores potential avenues for future research on geographies of education. [ABSTRACT FROM AUTHOR]

Every year billions of dollars are spent on research grants to produce new knowledge in universities. However, as grants may also affect other research funding, the effects of financial resources on knowledge production remain unclear. To uncover how financial resources affect knowledge production, we study the effects of research spending itself. Utilizing the legal constraints on university spending from an endowment we develop an instrumental variables approach. Our approach instruments for university research spending with time-series variation in stock prices interacted with cross-sectional variation in initial endowment market values for research universities in the United States. Our analysis reveals that research spending has a substantial positive effect on the number of papers produced, but not their impact. We also demonstrate that research spending effects are quite similar at private and public universities. (JEL H5, I2, O3) [ABSTRACT FROM AUTHOR]

The Incubator for Clinical Education Research (ClinEdR) is a UK‐wide network, established with support from the National Institute for Health and Care Research (NIHR), to lead initiatives to build capacity in the field. Our lived experiences as members of the NIHR ClinEdR Incubator and wider literature are woven into this 'How to ...' paper, which outlines what to consider as you seek to grow and develop a ClinEdR team. This paper sets out pragmatic steps to grow an effective ClinEdR team that has a wider impact and mutual benefits for its members and their institution(s). Growing a ClinEdR team requires more than a dynamic character to bring people together. In our view, you can grow a ClinEdR team with other people through a structured, well‐thought‐out approach, in which its members develop through collaborative work to achieve a shared objective. [ABSTRACT FROM AUTHOR]

Clinical education research (ClinEdR) is a growing field that aims to ensure the way healthcare professionals are taught and learn is evidence‐based. There is growing interest in how this evidence is generated in a robust, timely and cost‐effective fashion. In this 'How to ...' paper, we draw on relevant literature and our own experiences to offer suggestions on how novice researchers can navigate entry into the field of ClinEdR. We summarise key resources for those at the earliest stages of their interest in ClinEdR and scholarship and provide personal experiences of networking, collaborating and balancing research with a clinical or teaching role. This paper will be of interest to those at any stage in their clinical career with little to no experience of ClinEdR, but the enthusiasm to get started. [ABSTRACT FROM AUTHOR]

The article discusses the 2006 Research & development (R&) Management Conference in Taiwan. They said that the event which was attended by 272 participants from 27 nations was designed to discuss the ways to encourage creativity, innovation and entrepreneurship in R&D management. They add that the demand for new ideas and practices in management, education and academic research was tackled in the event. Furthermore, they cited the importance of using methods in an efficient and creative manner for the R&D managment to function effectively.

This paper presents the findings of a systematic scoping review spanning 30 years (1990-2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to 'take stock' of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand- searching. We located 114 peer- reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; 'what works' agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non- traditional academics; second- career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well- being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under- represented or non- traditional groups (i.e., women, ethnic minority, working- class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political- economic- educational contexts. The findings have relevance to education researchers and policy- makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia). [ABSTRACT FROM AUTHOR]

The period when the British Educational Research Association (BERA) was founded was one in which there was an increasing recognition amongst the research community that a wind of change had stirred up the settled traditions of educational research. It was a time which celebrated the promise of alternative paradigms for research. Ten or so years on we are entering another era where the emphasis is not on the reconceptualisation of what research is but on how it is organised. I think one can discern at least two factors, not wholly separate from each other, that will increasingly influence how a substantial part of research will be organised. These two factors are the changes which have taken place in the composition of the research community and the direction of current Government policy concerning the school system. I aim to show how these are leading to a fruitful form of collaborative research at local level which should be encouraged and supported—not least by BERA. [ABSTRACT FROM AUTHOR]

Introduction: Documents, from policies and procedures to curriculum maps and examination papers, structure the everyday experiences of health professions education (HPE), and as such can provide a wealth of empirical information. Document analysis (DA) is an umbrella term for a range of systematic research procedures that use documents as data. Methods: A meta‐study review was conducted with the aims of describing the current state of DA in HPE, guiding researchers engaging in DA and improving methodological, analytical and reporting rigour. Structured searches were conducted, returns were filtered for inclusion and the 115 remaining articles were critically analysed for their use of DA methods and methodologies. Results: There was a significant increase in the number of articles reporting the use of DA over time. Sixty‐three articles were single method (DA only), while the others were mixed methods research (MMR). Overall, there were major lacunae in terms of why documents were used, how documents were identified, what the authors did and what they found from the documents. This was particularly apparent in MMR where DA reporting was typically poorer than the reporting of other methods in the same paper. Discussion: Given these many lacunae, a framework for reporting on DA research was developed to facilitate rigorous DA research and transparent, complete and accurate reporting of the same, to help readers assess the trustworthiness of the findings from document use and analysis in HPE and, potentially, other domains. It was also noted that there are gaps in HPE knowledge that could be addressed through DA, particularly where documents are conceptualised as more than passive holders of information. Scholars are encouraged to reflect more deeply on the applications and practices of DA, with the ultimate aim of ensuring more substantive and more rigorous use of documents for understanding and constructing meaning in our field. Cleland et al. report on a meta‐review of document analysis in health professional education, offering guidance for improving methodological, analytical, and reporting rigour. [ABSTRACT FROM AUTHOR]

A list presents the names of scholars--and their associated institutions--who in 2005 reviewed research papers for the Journal of Management Studies. The list of reviewers includes academics associated with Columbia University, University of Strathclyde, Chinese University of Hong Kong, and many other universities and academic institutions.

Models of research use in education tend to focus on specific elements of education systems or underplay the complexity of system change. Within other public policy areas, notably health, more work has been undertaken to integrate systems thinking when considering knowledge mobilisation and research use. In this paper, we survey public policy system change literature to develop a set of system dimensions. We use these to examine models relating to research use that are widely referenced in education. We then apply these dimensions to the work of the Education Endowment Foundation (EEF), the UK's What Works Centre for Education, which aims to support evidence‐informed practice at all levels of the education system. We focus on its work to embed research‐informed practices in regional school systems, through a case analysis of two 'scale‐up campaigns' to mobilise evidence relating to the effective deployment of teaching assistants (educational support paraprofessionals). The findings highlight the value of using the system dimensions framework as a diagnostic tool to understand how to effect system change, highlighting the key role of brokerage and system leadership at different system levels; school‐level capacity to implement change; and system relationships. Context and implicationsRationale for this studyCurrent approaches to supporting research use in education underplay the complexity of system change. Failure to acknowledge the complexity of research‐use systems is likely to result in less‐than‐optimal approaches and interventions to improve research use.Why the new findings matterBy applying a systems perspective, we explore how research use can be more effectively supported.Implications for educational researchers and policymakersResearch use emerges as a myriad of interconnected 'moving parts' that need to function optimally and be aligned. Weakness in any area of the system, or interactions between system actors and activities across system levels, can potentially impede research use.A systems perspective, using the dimensions table presented in the paper, can be used to examine the functioning of existing systems and make informed decisions on where best to intervene to support practitioners' use of research.There is value in exploring multi‐stranded mobilisation strategies that work together at different levels of the system e.g. school, regional policy, national. [ABSTRACT FROM AUTHOR]

This paper is an informal discussion of an experiment in combining some of the teaching objectives of ninth grade science and English in the form of a ‘Voluntary Science-English Term Paper Project’. The purpose here is to present a practical illustration of a method of achieving certain short term goals common to both high school science and English. The project, carried out in a rural high school in central Virginia, proved to be an economical way of achieving certain goals within a traditionally-oriented curriculum. [ABSTRACT FROM AUTHOR]

This guide accompanies the following article: Norwich, B. Thinking about the nature of educational research: Going beyond superficial theoretical scripts, Review of Education, https://doi.org/10.1002/rev3.3182 [ABSTRACT FROM AUTHOR]

The article presents comparison of electronic and paper-based assignment submission, marking, and feedback. The myriad of procedures associated with traditional assignment submission and management presents many problems to academic and clerical staff particularly where cohort size is large. Students also face problems, especially if they are remote to the university and rely on postal services. Online assignment submission and management (OASM) offers potential benefits in this respect, and there has been a considerable degree of interest in its use although experience of its implementation at Sheffield Hallam University, Sheffield, England is limited. The authors' pilot study compared OASM to the traditional paper-based method. Fifty students were required to submit an assignment electronically using the virtual learning environment. A similar assignment for a separate module was submitted by the same group of students in the traditional way to facilitate comparison. Both student and marker experiences were assessed by questionnaires. Submission and feedback procedures were evaluated separately.

For two decades, the field of Mind, Brain and Education (MBE) has shed light on learning mechanisms. However, the direct involvement of young learners in the design and creation of research projects, while steadily emerging, is still rare. More researchers are beginning to see the benefits of co‐construction of not only research questions but also experimental design and analysis based on young learners' ideas. Recognizing that learning is inseparable from social relationships and well‐being, the papers in this special issue respond to two main questions: (1) Why co‐production? (2) How is co‐production achieved? We hope that this special issue will invite discussions about the different domains within MBE research in which learners' input and collaboration can be valuable. We invite readers to take into consideration the diversity of methods which are represented in this special issue to engage young learners and collect their perspectives. The integration of young learners into the research process has only recently became more prevalent. In this special issue, we present five articles in which young learners shared their views on and/or engaged in Mind, Brain and Education research. These papers show that young learners' views can complement, and sometimes question, those of adult researchers. This involvement can lead to productive, well‐rounded projects incorporating both scientific methods and social values. [ABSTRACT FROM AUTHOR]

Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field. [ABSTRACT FROM AUTHOR]

There is a growing body of research literature that considers how the mode of assessment, either computer-based or paper-based, might affect candidates' performances. Despite this, there is a fairly narrow literature that shifts the focus of attention to those making assessment judgements and which considers issues of assessor consistency when dealing with extended textual answers in different modes. This research project explored whether the mode in which a set of extended essay texts were accessed and read systematically influenced the assessment judgements made about them. During the project, 12 experienced English literature assessors marked two matched samples of 90 essay exam scripts on screen and on paper. A variety of statistical methods were used to compare the reliability of the essay marks given by the assessors across modes. It was found that mode did not present a systematic influence on marking reliability. The analyses also compared examiners' marks with a gold standard mark for each essay and found no shifts in the location of the standard of recognised attainment across modes. [ABSTRACT FROM AUTHOR]

An introduction is presented in which author discusses articles on topics including focuses on education in age of crisis and for the future, tensions when classic curricula are challenged for their elitist stigma and values in curriculum as the relatively unexplored role of textbooks in education.

The article presents information on a method for teaching reading and writing of experimental-research articles to English as a Second Language (ESL) students. The Experimental-Research Paper is a published or unpublished paper whose central purpose is to present the results of an experiment or ex post facto study. The paper is divided into three stages. The first stage being the introduction which presents the general field, the effects of unseen forces on matter. The introduction also describes a particular experiment in the study of unseen forces. The second stage is the procedure which describes the experiment. The procedure stage is subdivided into two sections viz the methods section and the results section. The method section describes the data collection procedure whereas the results section describes the data manipulation. The third and the final stage is of discussion which is a mirror image of the introduction.

Lists titles and authors of papers due for publication after the March 2003 issue of 'Medical Education' journal. Title; Authorship; Nationality.

As the field of health professions education (HPE) continues to evolve, it is necessary to occasionally pause and reflect on the potential effects and outcomes of our research practices. While future‐casting does not guarantee that impending negative consequences will be evaded, the exercise can help us avoid pitfalls. In this paper, we reflect on two terms that have taken hold as powerful idols in HPE research that stand above questioning and apart from critique: patient outcomes and productivity. We argue that these terms, and the ways of thinking they uphold, threaten the sustainability of HPE research—one at the level of the community and one at the level of the scholar. First, we suggest that HPE research's history of endorsing a linear and causal association ethos has driven its quest to connect education to patient outcomes. To ensure the sustainability of HPE scholarship, we must deconstruct and disempower patient outcomes as one of HPE's god‐terms, as the pinnacle goal of educational activities. To be sustained, HPE research needs to value all of its contributions equally. A second god‐term is productivity; it impairs the sustainability of the careers of individual researchers. Problems of honorary authorship, research output expectations, and comparisons with other fields have constructed a space where only scholars with sufficient privilege can prevail. If productivity persists as a god‐term, the field of HPE research could decay into a space where new scholars are silenced—not because they fail to make important contributions, but because access is restricted by existing research metrics. These are two of many god‐terms threatening the sustainability of HPE research. By highlighting patient outcomes and productivity and by acknowledging our own participation in propagating them, we hope to encourage others to recognize how our collective choices threaten the sustainability of our field. @LaraVarpio & @Sherbino warn of the threat inherent in not questioning terms like patient outcomes and productivity. This paper urges a shift towards valuing a wider array of contributions to ensure sustainability [ABSTRACT FROM AUTHOR]

The project facing the Royal Geographical Society with Institute of British Geographers (RGS‐IBG) Geography and Education Research Group (GeogEd), launched at the RGS‐IBG annual conference in August 2019, is for the research group to explore points of connection between geographies of education and the scholarship of geography education, with its focus on geography in education and its practice of attending to questions of curriculum, pedagogy, teaching, learning, and progression. The purposes and scope of GeogEd are described in detail elsewhere in this issue. Suffice to say here that this is a broad and ambitious endeavour and we join others in wishing the research group well. This paper aims to make a contribution by identifying, from the perspectives of the Geographical Association (GA) and the RGS‐IBG, some of the intersections between the work of GeogEd and geography in schools and by shedding some light on the opportunities and challenges ahead. It concludes with proposals for new initiatives for the group to pursue. A key challenge facing the Royal Geographical Society with Institute of British Geographers (RGS‐IBG) Geography and Education Research Group (GeogEd) is for the research group to widen the field of view of its scholarship of geography education, to include geography education within the school setting. This paper aims to make a contribution by identifying, from the organisational perspectives of the Geographical Association (GA) and the RGS‐IBG, some of the intersections between the work of GeogEd, Geography Education Research (GER), and geography in schools, and by shedding some light on the opportunities and challenges ahead. It concludes with proposals for new initiatives for the group to pursue. [ABSTRACT FROM AUTHOR]

Although fostering values is promoted within environmental and sustainability education (ESE) and a shift in values is seen as essential for a sustainable future, recent international findings indicate that this aspect of ESE is being neglected. Previous research has shown there to be common ground between ESE and the field of character education (CE), a form of values education. Bringing together these two strands of theory and practice has the potential to be fruitful in terms of strengthening current, and introducing new, practices in both fields, particularly through drawing on existing evidence‐based strategies within CE to inform ESE. While there has been some work in this regard, this has been almost exclusively theoretical and there has been little research regarding the practice of such integration. This paper details an instrumental case study exploring an existing case of where ESE and CE come together in practice. A study was conducted at a Scottish, independent, all‐ages, holistic education‐oriented school, exploring how ESE is carried out. Data were gathered via teacher interviews, school observations, field notes and document analysis. Thematic analysis revealed four themes: the school as a sustainable organism; holistic learning; fostering a connectedness with nature; and nurturing the whole person. The data were then analysed from a CE perspective revealing multiple points of ESE–CE intersection, e.g. school climate/ethos, role‐modelling and service‐learning. The findings reveal commonalities between ESE and CE and provide examples of integrated ESE–CE practice, demonstrating potential for collaboration or shared ESE–CE practice. Avenues for further research are suggested. [ABSTRACT FROM AUTHOR]

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ('setting') in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. [ABSTRACT FROM AUTHOR]

From the perspective of a journal editor and experienced author, this chapter provides counsel on the 'ins' and 'outs' of publishing empirical research in peer-reviewed journals. [ABSTRACT FROM AUTHOR]

Context: 'Complexity' is fast becoming a 'god term' in medical education, but little is known about how scholars in the field apply complexity science to the exploration of education phenomena. Complexity science presents both opportunities and challenges to those wishing to adopt its approaches in their research, and debates about its application in the field have emerged. However, these debates have tended towards a reductive characterisation of complexity versus simplicity. We argue that a more productive discussion centres on the multiplicity of complexity orientations, with their diverse disciplinary roots, concepts and terminologies. We discuss this multiplicity and use it to explore how medical education researchers have taken up complexity science in prominent journals in the field. Methods: We synthesised the health sciences and medical education literature based on 46 papers published in the last 18 years (2000–2017) to describe the patterns of use of complexity science in medical education and to consider the consequences of those patterns for our ability to advance scholarly conversations about 'complex' phenomena in our field. Results: We identified four patterns in the use of complexity science in medical education research. Firstly, complexity science is described in a variety of ways. Secondly, multiple approaches to complexity are used in combination in single papers. Thirdly, the type of complexity science used tends to be left implicit. Fourthly, the complexity orientation used is much more commonly located using secondary source citation rather than primary source citation. Conclusions: The presence of these four patterns begs the question: Do medical education scholars understand that there are multiple legitimate orientations to complexity science, deriving from distinct disciplinary origins, drawing on different metaphors and serving distinct purposes? If we do not understand this, a cascade of potential consequences awaits. We may assume that complexity science is singular in that there is only one way to do it. This assumption may cause us to perceive our way as the 'right' way and to disregard other approaches as illegitimate. However, this perception of illegitimacy may limit our ability to enter into productive dialogue about our complexity science‐inspired research. Is there an easier solution? Despite one commonly being desired, the authors invite researchers to consider that fundamental tensions are rarely about simplicity vs. complexity, but are usually about different orientations to complexity. [ABSTRACT FROM AUTHOR]

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]

The article discusses the role of research in improving science education in the U.S. The understanding of the process of teaching, learning, and schooling has improved. Thus, rapid societal changes has an impact on the image of the process of schooling in general, and the process of teaching and learning science in particular. With this regard, teachers must engage in constructing a curriculum to enhance the development of all students. Lastly, research should guide and inform policy formation and decision making regarding science teaching, preschool through college.

The article comments on the quality of educational research submitted to the "British Journal of Educational Technology." The acceptance rate of a paper is declining. The patterns of the submissions point towards systematic problems in a number of institutions in the quality of educational research and the evaluation of educational developments.

This mixed‐methods research focused on the implementation of a coordinated distributed experiment (CDE) investigating local adaptation in common milkweed (Asclepias syriaca), a host plant for the monarch butterfly population. Faculty participants were recruited from the Ecological Research as Education Network (EREN) who recruited their former undergraduate students. Quantitative data were drawn from the Milkweed Local Adaptation (MLA) CDE database across the three project years. Qualitative data included faculty survey responses, semi‐structured interviews of faculty and former undergraduates, and review of undergraduate research posters, papers, and curricula using rubrics aligned with 4DEE and Next Generation Science Standards (NGSS) benchmarks. Analysis of the MLA CDE database illustrates a decline in both participating institutions and in counts of milkweed stems over the project (2018–2020). Qualitative data analysis revealed that CDEs: (1) offer opportunities for higher education faculty and their students to be part of research including developing skills of data collection, analysis, and interpretation; (2) have unexpected challenges; and (3) can inspire undergraduate students to develop independent research projects or curricular modules for use in formal 6–12 classrooms. Broader ecological educational implications of our outcomes for higher education faculty and their undergraduate students include: (1) recommendation that faculty members involved ought to be proactively informed about potential challenges and provided with guidance on how to mitigate them; (2) mitigating challenges with model studies to try to estimate the sample size and redundancy likely to produce robust data; and (3) proactive use of the educational network to understand institutional use of the CDE project with undergraduates. [ABSTRACT FROM AUTHOR]

This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective relations in shaping refugee identities in education alongside other factors. The study examines the macro constructs of redistribution, recognition, representation and relational affect, highlighting their impact on refugee children's educational experiences. Further, it considers the micro constructs of safety, sense of belonging and success in integration and attainment in educational environments. The constructs are examined across various levels of Bronfenbrenner's ecological system, demonstrating the complexity of refugees' needs. This model aims to facilitate a holistic, justice‐oriented approach to refugee education, which is crucial given the rise in global displacement. The study has significant implications for refugee education research and policymaking, potentially informing targeted interventions and programmes that foster academic success, overall well‐being, and practice in refugee education. [ABSTRACT FROM AUTHOR]

In BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: ‘the gap between our ideas and our aspirations and our attempts to operationalise them’ (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research. [ABSTRACT FROM AUTHOR]

Studies of both professional science practice and children's science learning show that care is not merely ancillary to disciplinary work but a core and generative constituent of science practice. In science education research, however, students' care is often overlooked. In this paper, we describe the expression of care across two STEM classrooms (6th and 9th grade) studying biology and ecology and participating in a pen pal exchange. We analyze artifacts from the pen pal exchange as well as students' retrospective interviews and written reflections. Two ways of expressing care surfaced in students' letters: caring for guppies and caring for pen pals. We describe each form of care using examples from our data. We find that students' care for guppies and pen pals was both instrumental (in service of their investigations) and intrinsic (positioning guppies and pen pals as inherently valuable). We then connect these findings to studies of care in children's science learning and in professional science. We discuss methodological and practical implications for recognizing and analyzing how students' care manifests in classrooms and for designing learning activities that cultivate care. [ABSTRACT FROM AUTHOR]

The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end‐users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations are effective contexts for knowledge‐building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher‐composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven‐school, 3‐year research–practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co‐production and a pathway to research dissemination by and for teachers and researchers. [ABSTRACT FROM AUTHOR]

Background Study: Technology‐supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology‐supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent‐training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co‐occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology‐supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo‐Jen, Lester James C. and Wong Lung‐Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology‐supported learning environments were virtual learning environments, technology‐enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology‐supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology‐supported learning environments from three critical perspectives: "change‐demand," "student‐learning" and "online‐offline." These approaches will collectively ensure that technology‐supported learning environments are both innovative and responsive to the diverse needs of the educational landscape. Lay Description: What is already known about this topic: Technology‐supported learning environments are currently a focal and hot research topic in the field of education.Although numerous studies have been conducted on the learning environment of technical support, there has yet to be a systematic and comprehensive review of the related research. What this paper adds: This study provides a comprehensive review of research on the technology‐supported learning environments over the past two decades.This study primarily presents an overview of research on the technology‐supported learning environments over the past two decades, focusing on main literature, research strength, hot topics and frontier evolution. Implications for practice and/or policy: Researchers need to further advance research on technology‐supported learning environments by enriching research designs and methods, constructing up‐to‐date guiding theories and achieving a balance across different educational domains while extending the reach to all disciplines.Educational practitioners need to pay attention to the design and implementation of technology‐supported learning environments from the three viewpoints of "change‐demand," "student‐learning" and "online‐offline." [ABSTRACT FROM AUTHOR]

Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy. [ABSTRACT FROM AUTHOR]