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The Atomic, Molecular, and Optical Science (AMOS) Gateway is a comprehensive cyberinfrastructure for research and educational activities in computational AMO science. The B-Spline atomic R-Matrix (BSR) suite of programs is one of several computer programs currently available on the gateway. It is an excellent example of the gateway's potential to increase the scientific productivity of AMOS users. While the suite is available to be used in batch mode, its complexity does not make it well-suited to the approach taken in the gateway's default setup. The complexity originates from the need to execute many different computations and to construct generally complex workflows, requiring numerous input files that must be used in a specific sequence. The BSR graphical user interface described in this paper was developed to considerably simplify employing the BSR codes on the gateway, making BSR available to a large group of researchers and students interested in AMO science. [ABSTRACT FROM AUTHOR]

Introduction: Intergenerational education mobility, which reflects the degree to which an individual's educational attainment is independent of their parents' education, is essential for promoting equal opportunities in society. In the context of India, where socio-economic disparities are deeply entrenched, understanding the dynamics of intergenerational mobility is particularly crucial. Methods: This paper examines various aspects of intergenerational education mobility in India using data from the Indian Human Development Survey (IHDS), a nationally representative multi-topic survey. We analyze intergenerational mobility across different age cohorts and investigate the nonlinearities in the transmission of education. Additionally, we explore the impact of educational inequality, economic growth, and public expenditure on education on mobility outcomes. Results: Our analysis reveals a high degree of intergenerational persistence in education, although this persistence has decreased over time. Employing quantile regressions, we observe significant nonlinearities in the relationship between fathers' and sons' educational outcomes across the educational distribution. In particular, we find a widening mobility gap between historically advantaged subgroups (urban populations, upper castes, Hindus) and disadvantaged groups (rural populations, lower castes, Muslims) at the middle and upper quantiles. Moreover, we confirm the "Higher Inequality leading to Lesser Mobility" nexus, supporting the 'Great Gatsby Curve' within the Indian context. Macroeconomic factors, such as economic growth and public expenditure on education, are positively correlated with educational mobility, suggesting that these factors play a critical role in enhancing mobility. Discussion: These findings highlight the importance of targeted policy interventions to reduce educational disparities and promote greater intergenerational mobility. The widening mobility gaps between socio-economic and demographic groups emphasize the need for more equitable resource distribution and educational reforms. Future research should explore the multifaceted aspects of intergenerational mobility, incorporating longitudinal studies and regional analyses to deepen our understanding of the underlying mechanisms. [ABSTRACT FROM AUTHOR]

Introduction and methods: Through years of conversations, three disciplinebased education researchers used a duoethnographic process to interrogate their own discipline-based education research (DBER) identities. We present a description of how these individuals navigate being a “both,” gathered through reflections, discussions, and deeper research to explore perspectives of our professional identities and what we perceive those identities look like to our peers, supervisors, and trainees. Results: Our own definitions and eventually realized identities as a “both” emerged through this research process. We envision that science faculty have multiple roles, demands, and identities; at the most basic level, they are “both” an educator and a researcher. In the unique case of discipline-based education research (i.e., scholars studying the teaching and learning of science often in science departments), some faculty find an overlap between complementary yet sometimes competing research agendas (i.e., biology research (BR) and discipline-based education research (DBER)), of which they do “both.” Discussion: This article has two key contributions. First, it articulates this sideglancing process of our navigation of being a DBER “both,” leveraging each of our unique perspectives and the literature. Second, it represents how such an exploration may be useful to other interdisciplinary researchers in understanding and embracing all parts of their identities. [ABSTRACT FROM AUTHOR]

AbstractThe demand for online college courses has increased, especially during the COVID-19 pandemic. Prior research regarding methods of providing feedback to students in online courses has demonstrated that there may be many benefits to providing feedback to students in video rather than written format. Their research suggests that recorded video feedback provides a deeper bond between teachers and students. The main goal of this study was to add to the growing body of evidence around the use and impact of video feedback and to build upon these studies by using a larger sample size and assessing teacher/student bond with a reliable and valid measure (i.e., the Learning Alliance Inventory [LAI]) through a field experiment. A sample of 119 students enrolled in two psychology courses at a public southwestern university were randomly assigned to receive personalized written or video feedback on course written assignments. Results indicate that LAI scores and academic performance measures were not significantly different between students who received video or written feedback. Future research and educational implications are discussed in the context of the use, value, and implementation of video and written feedback. [ABSTRACT FROM AUTHOR]

Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call "intermediate educational transitions." In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from an undeclared to a declared major by major declaration deadlines, to provide a novel perspective on educational transitions. Bridging theoretical approaches from symbolic interactionism, social stratification, structural functionalism, and neo-institutionalism, we argue that successful major declaration transitions depend on students' individual-level alignment between socially structured actions and culturally informed goals and organization-level alignment between organizational intentions and organizational actions. We use longitudinal interview data paired with 4.5 years of administrative records to assess this argument, finding that both individual- and organization-level alignment contribute to whether students experience seamless, stalled and restarted, or persistently stalled major declaration transitions. We further find that access to compensatory college organizational support determines whether stalled students can restart their major declaration trajectories. These findings indicate that colleges and universities can help to mitigate inequality in intermediate transitions by providing timely, high-quality support. [ABSTRACT FROM AUTHOR]

Introduction: In the fields of labor market and education research, there is a vast interest in mental health factors affecting unsuccessful school‐to‐work transitions, dropout from school and labor market disconnections for young people. Young people who are not in employment, education or training are conceived of as NEET. Aim: To get an overview we conducted a systematic review of the present literature on the influence of mental health on the likelihood of becoming NEET in Europe. Method: A Systematic literature search was conducted in four databases on February 21, 2023, with an update on January 15, 2024. Results: 33,314 articles were screened whereas 41 studies involving 8,914,123 individuals were included. Poor mental health such as attention deficit hyperactive disorder, autism, depression, borderline, and psychosis during childhood and adolescence is strongly associated with becoming NEET. Conclusion: Mental health issues, whether mild or severe, heighten significant the risk of adverse education and employment outcomes in early adulthood, extending to young individuals with personality disorders, borderline personality disorder, and psychoses. These observations inform early intervention strategies for children and young people grappling with mental health challenges. Timely treatment is essential. Future research should focus on the gap in research like specific disorders such as eating disorders and anxiety. [ABSTRACT FROM AUTHOR]

This paper builds on decolonizing educational research discourse. Rich, generative, and diverse forms of knowledge production, includes that of the Caribbean. Specifically, the paper uses the Black Caribbean method of Liming, which is an indigenous methodology. The paper illustrates how educational research practices can be enriched by Black and Caribbean ways of thinking, being and knowing. This diversity would support a pivot from Western methods. The author employs reflections from her dissertation writing and research experience, while highlighting the dire need to incorporate and institutionalize methods from Black scholars, Black communities, and the Global South. Via this paper, I illustrate how Liming has allowed for greater discourse, and learning with the diverse communities served. Liming's contributions are beneficial in educational research as well its utility for other areas of research. Lastly, this paper processes the idea that Caribbean, African-centric, and Black, knowledge- making such as Liming are liberatory. [ABSTRACT FROM AUTHOR]

Sociotechnical thinking (STT) has recently emerged in response to technical-social dualism. It is defined as the ability to identify, address, and respond to both social and technical dimensions of engineering. As the number of publications on STT increases, so does the need to map the literature. This paper provides a scoping literature review of STT in engineering education, focusing on research purposes, methodologies, findings, and potential gaps. Our examination of 25 papers indicates that research on STT in engineering education covers a variety of purposes and methodologies. Key findings in the literature provide a better understanding of students' demonstration of and barriers to developing STT, the intersections between STT, engineering identity and culture, characteristics of STT, challenges and opportunities for teaching STT, and how prior knowledge and emotional connections can facilitate students' development of STT. [ABSTRACT FROM AUTHOR]

In Canada, formal structures for advancing engineering education research (EER), including graduate programmes, funding, and career pathways, are uncommon. However, an active informal EER community exists. Using the Identity Trajectory Framework, we designed an exploratory basic interpretive qualitative study to learn how 21 graduate students experienced EER in Canada. EER's dualist internal identity and lack of external identity, credibility, and structural support create a feedback loop of uncertainties for graduate students trying to navigate EER. This inhibits the healthy development of EER as an academic discipline, and thereby, the healthy development of EER graduate students. If we want to successfully support graduate students in developing their identity as EER researchers, we need institutional structures. Understanding how graduate students experience EER in Canada is important to understand how to build capacity here and in other locales where the field is newly developing. [ABSTRACT FROM AUTHOR]

Extended reality (XR) such as Virtual Reality (VR) and Augmented Reality (AR) has been heralded as a particularly promising technology for autistic people. However, prior studies have centered around curing or ameliorating deficits and impairments and are typically conducted by non-disabled and non-autistic researchers. Using co-design and a variety of learning experience design methods and processes, Project PHoENIX (Participatory, Human-centered, Equitable, Neurodiverse, and Inclusive XR) speaks to the need for research that applies a social-ecological perspective to the design and evaluation of VR experiences for autistic users, with the goal of decreasing environmental barriers and promoting a more inclusive society. In this study, we describe a multi-cycle process of educational design research (EDR), consisting of iterative human-centered formative design, development, implementation, and evaluation of Project PHoENIX from Spring 2021 to Spring 2022. A framework for conducting co-design and collaborative educational design research with autistic individuals in a VR environment is provided along with design principles that support this framework. Findings from 3 meso-cycles illustrate the dual outcomes of educational design research, namely, (1) a consistently maturing intervention and (2) improving theoretical understanding. Findings underscore the feasibility of our approach, and demonstrate potential to scale. [ABSTRACT FROM AUTHOR]

This study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August 2022. Most studies were contextually rooted in higher education, with a frequent focus on subjects such as Chemistry, Medical/Veterinary/Pharmacy/Nursing, and Electrical/Computer Engineering. The studies predominantly employed technologies such as video, simulations, web/apps, remote control, and virtual reality. Temporally, the majority of the studies utilized media responsive to student manipulation, with participant interaction predominantly synchronous. Spatially, most studies facilitated home-based learning. Data collection in most studies was quantitative, employing survey/questionnaire and/or quiz/exam. As a consequence of TEDL implementation after the COVID-19, many studies posited it positively impacted student learning. However, only about a half of the studies scrutinized the effectiveness of TEDL against comparison group(s). Moreover, the measured learning outcomes tended to favor student “perceptions” and “knowledge & understanding.” This review provides valuable insights into empirical TEDL studies and proposes future research topics that contribute to the evolution of post-COVID-19 STEM laboratory education research and practice. [ABSTRACT FROM AUTHOR]

Teacher resilience has become a prominent and multidimensional subject of interest in recent educational research. Its growing recognition has fuelled a wealth of investigations, necessitating a quantitative science mapping approach for comprehensive understanding of this evolving domain. This paper conducts a bibliometric analysis of empirical teacher resilience research using Web of Science data. The analysis reveals that teacher resilience is both an emerging and well-established research area. Leading academic institutions, primarily in the U.S.A. Australia, and the UK, have spearheaded investigations from psychological and teacher education perspectives. Thematic analysis identifies five core areas: teacher resilience in educational psychology, mindfulness-based programmes to mitigate teacher stress and burnout, teacher resilience in initial teacher education, the interplay between self-efficacy, identity, and emotional intelligence, and the profound impact of teacher resilience on critical factors like retention, attrition, and motivation. This research sheds light on the current state of teacher resilience research and offers insights into future directions. It serves as a valuable resource for scholars, policymakers, and educators navigating this evolving landscape. The combination of bibliometric analysis and thematic content analysis minimises potential subjective bias, contributing to understanding the multifaceted field of teacher resilience and its implications for the future of education. [ABSTRACT FROM AUTHOR]

Using a qualitative survey, this study explores the perceptions of university culture and community held by graduate-level online adjunct instructors in two different schools of education. The intention of the research was to determine how the online adjuncts perceived their position within the university community and to solicit recommendations for improving the professional relationship between the schools themselves and their online adjuncts. The findings of this educational research add to the growing body of knowledge highlighting the importance and relevance of enhancing collegiality, communication, and collaboration with and among online adjunct instructors and the possible connection of adjuncts' flourishing to student retention and persistence. Survey results suggested that communication, collaboration, respect, recognition, and systems of support were critical aspects that impacted the perceived climate and culture of adjuncts in an online teaching modality. This research demonstrates one avenue for engaging online adjunct faculty in building a framework for their support based on their own suggestions and recommendations. Universities, departments, or programs that offer multiple opportunities to collaborate may improve course content, collegiality, and connections with online adjunct instructors and the students they serve. [ABSTRACT FROM AUTHOR]

This note is concerned with the benefits that can result from the use of the maximal reliability and optimal linear combination concepts in educational and psychological research. Within the widely used framework of unidimensional multi-component measuring instruments, it is demonstrated that the linear combination of their components that possesses the highest possible reliability can exhibit a level of consistency considerably exceeding that of their overall sum score that is nearly routinely employed in contemporary empirical research. This optimal linear combination can be particularly useful in circumstances where one or more scale components are associated with relatively large error variances, but their removal from the instrument can lead to a notable loss in validity due to construct underrepresentation. The discussion is illustrated with a numerical example. [ABSTRACT FROM AUTHOR]

Reflective essays have become common in higher education, especially for modules and programmes focused on the development of practical skills. This paper analyses the efficacy of reflective essays specifically for social research methods education and training. In order to do so, a thematic analysis of qualitative survey data from undergraduate students taking a compulsory second-year social research methods module was undertaken. Overall, I contend that while the process of reflecting itself has clear benefits, and students themselves generally perceive the act of reflecting as being personally beneficial, the requirement to write up into an essay for submission has more mixed results. Further, while previous studies have suggested that reflective essays are confidence-building exercises, this research suggests that while this was the case for some students who completed the assignment, others found the process more discouraging. The paper concludes by suggesting several potential improvements that could be made to reflective essays in order to mitigate these issues. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (GenAI) caught Health Professions Education (HPE) institutions off-guard, and they are currently adjusting to a changed educational environment. On the horizon, however, is Artificial General Intelligence (AGI) which promises to be an even greater leap and challenge. This Guide begins by explaining the context and nature of AGI, including its characteristics of multi-modality, generality, adaptability, autonomy, and learning ability. It then explores the implications of AGI on students (including personalised learning and electronic tutors) and HPE institutions, and considers some of the context provided by AGI in healthcare. It then raises the problems to address, including the impact on employment, social risks, student adaptability, costs, quality, and others. After considering a possible timeline, the Guide then ends by indicating some first steps that HPE institutions and educators can take to prepare for AGI. [ABSTRACT FROM AUTHOR]

This introductory article examines the evolving landscape of generative artificial intelligence (GAI) tools, contextualizing their impact through historical tropes of automation as both helper and threat. The authors argue that GAI tools are neither sentient helpers nor existential threats but complex systems that require careful integration into educational and research settings. The article underscores the importance of nuanced, evidence-based approaches, advocating for a balanced understanding of GAI's potential and limitations. It emphasizes ethical considerations and promotes reflective adoption over reactionary measures. [ABSTRACT FROM AUTHOR]

This study explores the impact of Generative AI tools on researchers and research in the context of higher education in Saudi Arabia. An online survey questionnaire was used to collect data on higher education students' perspectives (N = 505). The findings indicate that participants hold positive attitudes and possess a high level of awareness regarding GenAI in research. They recognise the potential of these tools to revolutionise academic research. Participants report highly beneficial experiences using GenAI tools to expand project scope and improve efficiency. Additionally, participants expressed optimism about the future role of GenAI tools, expecting them to become more prevalent and transform the research landscape. However, participants emphasised the importance of adequate training, support, and guidance in using GenAI tools. Ethical considerations emerged as a significant concern, highlighting the participants' commitment to responsible research practices and the need for transparency and addressing potential biases associated with these tools. [ABSTRACT FROM AUTHOR]

This article focuses on an out-of-school youth participatory action research project to better understand both how schooling emerged and was challenged in a liberatory space. This project explores the entanglement of schooling, learning, and youth in a youth participatory action research (YPAR) setting. There were six youth and one academic researcher involved in the project which spanned two years, 2018–2020. This work was driven by the research questions: if schooling is a non-human agent, how does schooling manifest in an afterschool YPAR space, and how, if at all, was schooling interrupted/challenged? This project utilized ethnographic methods, interviews, cognitive maps, and posthumanist theorizing to explore the entanglements of human, nonhuman, and discursive agents. Findings illustrated that within the afterschool space, the participants were constantly in tension of holding to and pushing against those agents buttressing schooling – hierarchical relationships, adultism, prescriptive entanglements, and internally disciplining and surveilling themselves. When it came to the learning lines of flight that emerged within the YPAR space, participants created community by making and holding space for one another. The group rejected linearity and embraced the unpredictability of learning. By centering democratic collaboration, youth knowledge/experiences, and learning, the collective demonstrated how YPAR can be a tool of resistance to the dominating forces of agential schooling. [ABSTRACT FROM AUTHOR]

Creating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country's pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students' cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables. [ABSTRACT FROM AUTHOR]

The need for cognitive and leadership skills requires the exploration of creative implementation models that ensure training and emphasise the value of individuals as the main asset within organisations. This research aims to introduce and validate a disruptive didactic innovation, which fosters the development of these skills through experiential communication via "Skills&Art". The methodology used is Design Research, an emerging approach in educational research that encompasses developing and implementing a new or improved model, validating techniques, tools or models and determining conditions that facilitate successful implementation. The research was conducted in both classroom and museum settings. It consisted of a four-phase activity focused on crafting a speech that linked a skill with an artwork. A qualitative study of the speeches and a Likert self-assessment questionnaire were performed. The results demonstrate that the proposed disruptive didactic innovation Skills&Art is effective and efficient, and its self-assessed learning promotes innovation, creativity, initiative, problemsolving and analytical thinking. The novelty and contribution of this study lie in implementing these thinking skills within a single activity. [ABSTRACT FROM AUTHOR]

The article examines the early parent-school-community engagement journey of a Queensland principal, Gloria, highlighting her efforts to foster effective literacy teaching and learning. Topics discussed include Gloria's initiatives to build trust with families, the establishment of a dedicated Parent Engagement Room, and the importance of involving parents in their children's education to support diverse learning needs.

This study critically assesses the integrated technical training program for the juvenile criminal justice system, conducted by the national police education and training institute in Indonesia. The research employs a mixed-method approach, utilizing an explanatory sequential design and applying the Kirkpatrick evaluation model, involving 62 participants. Content validity is maintained through expert input, with the Aiken v formula employed for result analysis. Credibility is affirmed through a focus group discussion. The study aims to evaluate the program's impact on the rights of Indonesian children in legal conflicts. Findings indicate participants' satisfaction and high motivation at level 1 (reaction), while levels 2, 3, and 4 reveal a positive impact on protecting the rights of children involved in legal conflicts. The research highlights the need for a larger sample size and a more extended measurement period for future investigations. Objectives encompass assessing program impact, learning outcomes, behavioral changes, external organizational impact, and examining the program's practical contribution to educational research and evaluation, guiding recommendations for future improvements. [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]

Topic models are mathematical and statistical models used to analyze textual data. The objective of topic models is to gain information about the latent semantic space of a set of related textual data. The semantic space of a set of textual data contains the relationship between documents and words and how they are used. Topic models are becoming more common in educational measurement research as a method for analyzing students' responses to constructed-response items. Two popular topic models are latent semantic analysis (LSA) and latent Dirichlet allocation (LDA). LSA uses linear algebra techniques, whereas LDA uses an assumed statistical model and generative process. In educational measurement, LSA is often used in algorithmic scoring of essays due to its high reliability and agreement with human raters. LDA is often used as a supplemental analysis to gain additional information about students, such as their thinking and reasoning. This article reviews and compares the LSA and LDA topic models. This article also introduces a methodology for comparing the semantic spaces obtained by the two models and uses a simulation study to investigate their similarities. [ABSTRACT FROM AUTHOR]

Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education. The MTERs' paired conversations focused on their retrospective stories of their collaborations were analyzed using an Anzaldúan framework to name the different spaces of collaboration that MTERs identified. Results provide insight into how MTERs' identified binarized spaces linked to their identities and compounded by issues of power. Nevertheless, MTERs also identified spaces where boundaries were blurred promoting a nos/otras space of collaboration. We discuss how collaboration reaches beyond doing the same research work and sharing talent but also understanding the work of one another. [ABSTRACT FROM AUTHOR]

Educators who work with playful approaches in teaching often use methods inspired by art-based learning. The aim of the study was, therefore, to investigate how pedagogics of art-based learning can contribute to the pedagogics of playful learning in a way that neither compromises essential values of art, nor the values of play. The study included two steps. First, we analyzed 70 didactic designs developed and tested in 2021 and 2022 in the in the Danish Playful Learning Project (PL). Second, we conducted a collaborative in-depth analysis of 6 additional playful learning designs, also developed and tested in the PL project. The study indicates that art-based skills are an important prerequisite in order to realize the potential of art-based learning as well as playful learning. However, a focus on art-based skills can lead to a more entrenched perspective that interferes with the focus on open-ended processes and experimentation that are found within playful learning. [ABSTRACT FROM AUTHOR]

The emergence of a modern teacher education system in Singapore can be traced to 1950 when the Teachers Training College (TTC) was established. The TTC was a separate entity from the School of Education at the University of Singapore. Rapid economic growth in the 1970s and 80s necessitated changes to upgrade the education system, such that school leavers could be better prepared for work in a post-industrial economy. It was recognised then that teacher preparation had to be upgraded to represent the field as an evidence-based profession, thus leading to the establishment of the Institute of Education in 1973; this was a significant first step in the journey towards universitising teacher education in Singapore. Continued and transformative economic growth in the 1980s and 90 s necessitated further changes in education goals, best represented by the Thinking Schools, Learning Nation initiative in 1997, the Teach Less Learn More initiative in 2004, and the ICT MasterPlans initiatives. In response, in 1991, the National Institute of Education (NIE) was established, as an institute of Nanyang Technological University. The move to universitise teacher education in Singapore enabled the profession to attract a better calibre of teacher-students, develop rigorous graduate and postgraduate programmes in education, recruit faculty with postgraduate qualifications, and invest in Singapore-centric education research. Though the journey has been long, steady progress towards universitisation has contributed significantly to Singapore's development, and the NIE can today claim to be an internationally recognised Institute of Distinction. [ABSTRACT FROM AUTHOR]

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The article discusses the challenges and opportunities in music teacher education. The author highlights issues such as inconsistency and inequity in P-12 music education, a lack of diverse representation and role models, and a lack of funding and infrastructure for students. The author suggests that music teacher educators should collaborate with scholars in general education and other fields to strengthen their research and address profession-wide problems. They also encourage researchers to examine and collaborate on the implementation of recommendations for music teacher education. The article emphasizes the need for collaboration, innovation, and research-into-practice in order to elevate the field of music teacher education. [Extracted from the article]

The intensity of between-school pupil mobility in Flemish regular primary education is measured for the first time, using enumerative data about a birth cohort. Given the lack of internationally established measures, several indicators representing the system's, the pupil's, and the school's point of view are introduced. It turns out that the level of mobility is significant, as compared to other atypical events in pupils' trajectories. The consequent importance of mobility as a nuisance factor in education research is discussed. The under-researched issue of school definitions is shown to have an impact on mobility measurement in Flanders and is discussed from the wider perspective of effectiveness research. Directions for future research about between-school pupil mobility are set out. [ABSTRACT FROM AUTHOR]

With the increasing focus on issues of race/ethnicity and sex/gender1 across the spectrum of human activity, it is past time to consider how instruction in research integrity should incorporate these topics. Until very recently, issues of race/ethnicity and sex/gender have not typically appeared on any conventional lists of research integrity or responsible conduct of research (RCR) topics in the United States or, likely, other countries as well.2 However, I argue that not only can we incorporate these issues, we should do so to help accomplish some of the central goals of instruction in research integrity. I also offer some initial suggestions about where and how to incorporate them within familiar topics of instruction. [ABSTRACT FROM AUTHOR]

The authors of this article present arguments for why and how qualitative research should be used in economic education. These arguments recognize the nature of economics as a discipline and economics educators' current expertise and preferences. The authors have five goals: (i) clarifying how and why the use of qualitative research in economic education fits in with economics as a discipline; (ii) identifying practical limitations of quantitative research in economic education; (iii) reviewing the limited literature on qualitative research in economic education; (iv) proposing how qualitative and quantitative methods can be combined in a mixed methods approach that recognizes the methodological assumptions of economics and the expertise of economists, and finally, (v) suggesting characteristics of systematic and rigorous qualitative research in economic education. [ABSTRACT FROM AUTHOR]

Aim Background Methods Results Conclusions Implications for nursing practice and policies To understand the experiences and coping strategies of nursing students who were impacted by Turkey's once‐in‐a‐century catastrophic earthquakes in 2023.Nursing students rarely experience a disaster in person, and their imagination can be limited.This study used a descriptive‐qualitative study design. It was conducted with 17 first‐year nursing students, studying at a university in the northeastern part of Turkey, who survived the earthquake. A personal information form and a semistructured questionnaire were used to collect the data. The data were collected between March and April 2023 and analyzed using the content analysis method and the MaXQDA programme.The data were grouped into three main themes—“What ‘earthquake’ was and what it is now?,” “Am I aware of the ‘earthquake’ now?,” and “Coping mechanisms and supporting systems”—and categorized into seven subthemes.The experiences of earthquake‐affected nursing students emphasized the importance of being prepared for disasters and meeting their emotional needs.Including specific courses and case studies regarding disasters, whether natural or human‐made, in education programs can ensure better prepared nurses. Also, the integration of content about management and coping with such crises into nursing curricula is considered vital. [ABSTRACT FROM AUTHOR]

Students' Emotional Intelligence and academic motivation are theorized to shape student learning engagement activities. Nevertheless, there is limited knowledge regarding the mediating mechanisms that explain this relationship. Based on Self System Model of Motivational Development, this study examined whether teachers' support mediated the relationship between Emotional Intelligence and learning engagement, as well as the connection between academic motivation and learning engagement among college students. Totally, 336 students (female: 63.4%, male: 36.6%, mean: 1.63, Std.:0.482) were recruited from two public vocational education institutes in China. The expert questionnaire was sent via email to 10 experts in order to collect their thoughts on the aspects that influenced learning engagement. The factors that influenced students' learning engagement were identified based on the Fuzzy Delphi method. Hence, the quantitative (questionnaire survey) design was used to gather students' data on demographic variables, emotional intelligence, academic motivation, teachers' support and learning engagement. The structural equation model (PLS-SEM) was used to analyse the data. The findings of this study reveal the positive impact of students' Emotional Intelligence and academic motivation on learning engagement in the educational field by adopting teachers' support as a mediating variable. The results highlighted vital internal and external factors in the process of creating an academic environment that motivated students to learn. This will improve the performance of the teaching faculty and lead to the student's academic success. This research proposed a new instrument to assess the students' engagement, which contributed to carrying out new research in the university educational context from a new research perspective. [ABSTRACT FROM AUTHOR]

Many questions about educational topics--such as the effectiveness of teaching methods--are of causal nature. Yet, reasoning about causality is prone to widespread fallacies, such as mistaking correlation for causation. This study examined preservice teachers' ability to evaluate how various types of evidence provide adequate support for causal claims, using psychology students as a comparison group. The experiment followed a 2 × 3 mixed design with the within-participant factor evidence type (i.e., anecdotal, correlational, experimental) and the between-participants factor study field (i.e., teacher education, psychology). Participants (N = 135) sequentially read short texts on three different educational topics, each presenting a claim and associated evidence. For each topic, participants indicated their claim agreement, and evaluated the convincingness of the argument and the strength of the evidential support. Results from mixed ANOVAs displayed main effects for evidence type on the convincingness of the argument and strength of evidential support, but not on individual claim agreement. Participants found experimental evidence to be more convincing and to provide stronger support for causal claims compared to anecdotal evidence. This pattern occurred similarly for both student groups and remained stable when controlling for cognitive and motivational covariates. Overall, preservice teachers seem to possess a basic understanding of different kinds of evidence and their differential strength in supporting causal arguments. Teacher education may build upon this foundational knowledge to enhance future teachers' competencies in critically appraising evidence from educational research and relating it to school-related claims and issues. [ABSTRACT FROM AUTHOR]

Our co-knowledged article conceptualized one version of an educator-activist collective's Black relational methodology (BRM). Co-conceptualization began through Nate's invitation to the Collective, a relational space dedicated to knowledge co-creation capable of imagining equitable and just educational policy futures. Over the course of four collective sessions, an answerability defense, a conference presentation, and co-authoring this piece, we agreed there was something ancestrally ordained about our Black onto-epistemology. Nate rendered his coding activities answerable to the Collective and we forwarded two epistemic themes—nuanced joy and relationality—as seminal to our BRM. By conceptualizing our BRM, we aim to amplify narratives offering paths towards equitable Black futures, center nuanced joy in educational research, and illuminate the influence relationality has on knowledge co-creation processes. Finally, we implicate how BRM could be an important onto-epistemological component in decisions to mobilize knowledge co-creation in pursuit of equitable educational policy futures. [ABSTRACT FROM AUTHOR]

Studies concerning students' ability to deal with everyday academic challenges ('academic buoyancy') and adjust to changes ('adaptability') were investigated in educational research over the last two decades (e.g., Martin & Marsh, Journal of School Psychology, 46:53–83, 2008; Martin et al., Journal of Educational Psychology, 105:728–746, 2013). However, how students deal with challenges imposed by fate has not been well-studied. Other than students' abilities, students' belief plays an important role in dealing with the academic adversity that fate imposes. The present study harnessed the Hope Theory to examine (1) the relation between negotiable and achievement motivation (hope for success and fear of failure), (2) the relation between achievement motivation and engagement, and (3) the mediation effect of achievement motivation in the relation between negotiable fate and engagement. University students in Hong Kong (n = 339) responded to an online cross-sectional survey. Mediation analyses demonstrated that the relation between negotiable fate and engagement was mediated by hope for success but not by fear of failure. In addition, hope for success only mediated cognitive engagement and affective engagement. The relation between negotiable fate and behavioral engagement was not mediated by hope for success and fear of failure. The findings contribute to the literature on the negotiable fate-engagement theoretical relation in educational research. Also, practical insights were discussed to manage student cognitive and affective engagement with negotiable fate and hope for success under fate constraints. [ABSTRACT FROM AUTHOR]

Problem: Unlike other aspects of Obstetrics and Gynecology (OBGYN) residency training, the research education curriculum and requirements are not standardized. It is unclear what constitutes core curricula in educational research programs, which components are most useful and efficacious, and how to use these findings to adapt existing programs. Approach: A multi-phase approach to (1) garner cross-sectional data from United States OBGYN Residency Program Directors and review previously published literature, (2) use Phase I and input from clinical, research and education faculty to develop a comprehensive program, and (3) evaluate the program for resident research productivity, knowledge and satisfaction. Outcomes: Phase I: Sixty-one (31%) Program Directors completed the survey. Most reported ≤ 4 research didactics per year and no dedicated research rotation. Programs with post graduate year (PGY) level specific didactics, a research rotation, or allocated time for the Research Director role noted higher odds of resident research resulting in peer-reviewed publication. Phase II: A Resident Research Program was adapted to include a clinical and research faculty co-directorship and seven additional didactics (all of which were PGY-specific). A departmentally funded resident research grant and a repository to monitor completion of milestones and program requirements have been developed. Surveys were used to track residents' research competence and satisfaction with the research program. While resident involvement in research activities and satisfaction with opportunities for scholarly activity have improved, resident self-evaluations and mentor evaluations have not. In addition, we have not seen an increase in publications or presentations. Conclusion: Implementation of components of a research program associated with increased productivity did not result in increased productivity in our program, however, resident satisfaction with scholarly activity did improve. [ABSTRACT FROM AUTHOR]

This paper focuses on the nature of the legacy that Lawrence Stenhouse bequeathed in the field of curriculum development and research, particularly in relation to his idea of ‘the teacher as researcher’. In the process, it explores the contemporary relevance of this legacy to those who are currently attempting to rethink and re‐enact the relationship between teachers and the school curriculum in a policy context. It also explores the impact of Stenhouse's work on the development of a collaborative action research movement within the United Kingdom and beyond. The author distinguishes a particular strand of collaborative action research which he depicts as the neo‐Stenhouse tradition of applied research in education and distinguishes from the Stenhouse legacy as such. This distinction is based on a recognition that Stenhouse's legacy and idea of ‘the teacher as researcher’ was a work in progress, which he himself acknowledged. Drawing on ambiguities in Stenhouse's thinking about the relationships between educational theory and practice and between teachers and researchers, the author argues that there are strong conceptual links between Stenhouse's idea of ‘the teacher as researcher’ and his account of case study as a method of applied research in education. The paper concludes with an argument for the contemporary relevance of Stenhouse's work, and the tradition of applied research in education he wanted to establish, in policy contexts where curriculum development and research is dominated by a performative model of rationality. [ABSTRACT FROM AUTHOR]

Background: Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile. Methods: We performed a preliminary bibliometric search to identify the use of the term "resident" in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles. Results: Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed. Conclusions: Research on medical education in Chile's postgraduate residency programs is limited, with most studies concentrated in a few universities. The new accreditation criteria emphasize educational research, posing challenges for many institutions to meet higher standards. Understanding unexplored areas in educational research and learning from successful programs can enhance research productivity and align efforts with accreditation expectations. Continuous evaluation and new research on residents' satisfaction, skills acquisition, and well-being are needed to ensure training quality and accountability. [ABSTRACT FROM AUTHOR]

This article critically examines metasummary as a methodology for systematic review that has, to date, been underused in the field of educational research. Because of its ability to combine and report on qualitative, quantitative and mixed methods studies in an integrated fashion, metasummary is potentially able to bridge the often-perceived paradigm divide between these different schools of data collection and analysis. The article begins by identifying key features of systematic review and identifying two broad schools of systematic review procedure in the social science literature. It then discusses more recent developments in mixed methods systematic reviews, focusing in on metasummary as the approach of interest and its potential for use in education. It reviews critically the limited number of metasummaries conducted in educational research to date relative to their adherence to recommended metasummary procedure. The final section of the article offers epistemological justification for more widespread use of metasummary before discussing the potential benefits and shortcomings of the approach. It concludes with methodological guidelines for researchers interested in using the approach in education. [ABSTRACT FROM AUTHOR]

Many scholars have drawn on youth voice as a way of learning about educational inequity from the perspective of those closest to it. Yet, methodological engagements with youth voice tend to elide considerations of how coloniality and raciality operate in the very interpretive strategies leveraged to represent youth voice in academic knowledge produced about inequity. Following anticolonial black feminist critique and method-making, the inquirer turns to a radical reading practice for engaging youth feedback at a summer achievement program dedicated to promoting racial and educational justice and reversing summer learning loss. Key to this radical reading practice are methodological and analytical moves that: (a) pivot from earlier interpretations of youth feedback; (b) trace raciality in educational text to demonstrate how the text relies on modern signifying strategies that hide Man, his descriptive statements for existence, and the attendant power structures that facilitate global capital; and (c) consider how youth feedback illustrates coloniality and raciality at work within the out-of-school program. In all, the paper demonstrates how a black inquiry approach complicates educational equity's federally mandated, state-monitored, and locally enacted pursuit at an out-of-school program to collectively consider alternatives to our current ethical-political education demands, and how we might engage the task of posing those alternatives. [ABSTRACT FROM AUTHOR]

The concept of teacher agency has become increasingly prominent in academic, policy and media debates. In rethinking the concept, we are particularly interested in the tension between discourses presenting teachers as heroic agents of individual emancipation and social transformation, such as those found in recruitment campaigns and Hollywood films, and the erosion of spaces for agency brought about by the dominance of discourses and practices of standards and accountability. In this conceptual paper we explore these tensions, building on previous work advocating ecological perspectives on teacher agency. We draw on the conceptual resources of psychosocial theory, including Lacanian discourse theory and recent work in this field articulating agency as manifesting in multiple modalities. Our psychosocial reading of teacher agency makes a number of contributions. First, it provides a more expansive conceptual vocabulary, allowing us to talk about agency in broader, more nuanced ways. Second, it recognises that teacher agency is not always necessarily in pursuit of social good. Third, and perhaps most importantly, it enables us to see the ways in which some modes of teacher agency, rather than manifesting as scenes of heroic possibility, are in fact subordinated forms of agency illustrating the cruel optimism of contemporary neoliberalised education. [ABSTRACT FROM AUTHOR]

AbstractClimate change education is crucial to addressing the climate crisis. Studies show that parents and guardians can play an important role in transmitting knowledge, competencies, and a pro-environmental orientation to their children. Whilst climate change education can span many disciplines, it has been effective within science education. In this paper we embrace evidence-based effective approaches to science education, with parents. Climate change education research literature published to date focusses on school-based interventions and there is a dearth of literature on parental involvement. This paper describes the development of, and outcomes associated with, a programme to promote engagement with climate change education for families from socioeconomically disadvantaged backgrounds. Data were gathered through post semi-structured interviews and reflections on posters and photos created and collected throughout the programme. Findings indicate that this approach engaged parents in climate change education with their children and successfully addressed various misconceptions. The programme presents a real opportunity to engage parents in their children’s formal education. [ABSTRACT FROM AUTHOR]

Although Item Response Theory (IRT) has been recommended for helping advance interprofessional education (IPE) research, its use remains limited. This may be partly explained by potential misconceptions regarding IRT`s “limitation” to cross-sectional data. The aim of this study is to demonstrate how Item Response Theory (IRT) can be applied effectively in before-and-after designs in IPE research. Specifically, a two-week before-after design with survey methodology using the Extended Professional Identity Scale (EPIS), an interprofessional identity measure, was conducted among n = 146 mixed health-science students. Results indicated that EPIS increased significantly before-after intervention by .74 standardised mean differences, t146 = 7.73, p < .05. The before-after IRT model also gave a test–retest reliability estimate of .60 which was considered acceptable. Comparison of the IRT model with a conventional paired-t-test indicated similar effect size estimates of Cohen’s d = .56 and .54, respectively. We demonstrate IRT`s flexibility to before-after studies in IPE. Application of this model can yield accurate changes in target IPE constructs, and it is advantageous to classical test theory vis-à-vis baseline differences. [ABSTRACT FROM AUTHOR]

Background: This study investigated changes in students' perceptions related to research following a student-engaged medical research curriculum. Methods: Three surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course. Results: The results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience. Conclusion: This study provides insights into how medical students' perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools. [ABSTRACT FROM AUTHOR]

This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included training teachers in the implementation of DBRC, setting specific behavioral goals for each student, and using the Direct Behavior Rating (DBR) to assess General Disruptive Behavior (GDB) and Specific Goal Behavior (SGB). The DBRC was implemented over 120 days, with daily monitoring and feedback provided to students. The results demonstrated a significant reduction in both variables. The data analysis was conducted using regression-based analyses and the Non-Overlap of All Pairs (NAP). This study confirms the effectiveness of DBRC in mitigating disruptive behaviors and achieving specific behavioral goals, thereby contributing valuable insights into the application of this evidence-based intervention within the German elementary school system. It also highlights the utility of the single-case design in educational research. [ABSTRACT FROM AUTHOR]

Within the classroom, many educators strive to cultivate a climate of inclusivity. However, little is known about how LGBTQ+ educators negotiate their identities and feelings of inclusion within the confines of their institutional practices. This study employed a virtual photovoice inquiry rooted in Freire’s educational approach to examine perceptions of inclusion for lesbian, gay, and queer-identifying (LGQ) educators. Four LGQ educators and staff members documented their lived experiences through photography and engaged in critical dialogue about their artwork. In this paper, the author shares two themes from the qualitative data: resiliency in the face of adversity and the pivotal role of self-identity and its development. The findings shed light on the nuanced experiences of LGQ educators while offering pathways to promote inclusivity and enhance LGBTQ±positive awareness in educational settings. In the landscape of LGBTQ+ educational research, a significant void persists, particularly in understanding the perceptions of LGBTQ+ educators and staff, which carries substantial implications for developing inclusive educational policies and practices. By providing a deeper understanding of the experiences of LGQ individuals within academia, this research catalyses the advancement of social justice and provides directions for future research within educational contexts. [ABSTRACT FROM AUTHOR]

ABSTRACT Artificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education. [ABSTRACT FROM AUTHOR]