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Police resistance to research is a major barrier to the implementation of evidence-based policing. In this study, we explored how individual, educational and organisational factors affect receptivity to research evidence among both police officers and criminology students in Taiwan. We did this via a longitudinal quasi-experimental design tracking two cohorts of police officers (n = 540) and a comparison group of criminology undergraduates (n = 43). Our findings show that individual, educational and organisational factors are all significantly related to police officer receptivity to research evidence. Comparing police officers to criminology students, we find that time spent in police education significantly reduces receptivity to research evidence. Among criminology students the reverse was true. The implications of the findings for police education and evidence-based policing in Taiwan are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Dental trauma is highly prevalent, involving 25% of school‐age children and about 12.5% of the general population of the world. Due to the young age of the patients that are usually involved in dental trauma, there are tooth‐related complicating factors, such as open apices, thin dentinal walls, and unfavorable crown‐to‐root ratio, as well as patient‐related factors, such as anxiety and cooperation, and other challenges related to the complex diagnosis and treatment. Therefore, it is not surprising that the global status of knowledge for the prevention and emergency management of traumatic dental injuries among dental professionals was often reported as insufficient. Aiming to improve dental trauma education, one should consider that the contemporary educational settings have transitioned to a digital learning ecosystem and that the current students belong to a unique generational cohort. Therefore, this paper examines the challenges educators encounter in contemporary dental school classrooms and the defining characteristics of current generation Y and Z dental student cohorts. Finally, it outlines strategies to optimize dental trauma learning, considering the unique generational characteristics of the current dental students. [ABSTRACT FROM AUTHOR]

ABSTRACT Classroom management is one of the main difficulties encountered by teachers. One way of improving this situation is to implement classroom management strategies that have been validated by scientific research. The purpose of this research is to study the classroom management strategies declared by a sample of novice teachers, and the sources of information on which they say they base their choice. To this end, semi‐structured interviews were conducted with 42 French‐speaking Belgian novice teachers. These interviews were subject to thematic content analysis. The teachers report implementing certain classroom management strategies considered effective in the scientific literature, as well as practices that are less effective according to the scientific literature. To choose their strategies, they say they mainly rely on the advice of colleagues, examples suggested on social networks, and/or their initial training. The results of this study can be used to formulate ways of improving teacher training both in French‐speaking Belgium and more widely. [ABSTRACT FROM AUTHOR]

Evidence-based practice in education involves basing decisions about what to do on evidence about the relative effectiveness of available interventions (e.g. programmes, products, practices). This article considers two influential critiques of evidence-based education (EBE) pertaining to its treatment of values. The 'general critique' condemns EBE for excluding values from decisions about what to do in education. The 'specific critique' condemns EBE for relying on a deterministic view of causality in education which disregards the complex, value-laden nature of educational contexts. I argue that virtually all versions of EBE escape the general critique, including the dominant intervention-centred approach that relies on experimental research to discover 'what works', because the predictions EBE aims to support are only one premise in a broader normative argument. Further, intervention-centred EBE can avoid much of the specific values-based critique because it is consistent with a probabilistic, rather than deterministic, understanding of causality. However, I argue that only a context-centred approach to EBE that relies on evidence about the specific target setting from local sources in addition to evidence from theory and mixed methods research can fully address the specific critique by accommodating critics' descriptive claims about the nature of educational contexts. [ABSTRACT FROM AUTHOR]

This case study explores the potential for democratic governance in state-regulated Arab higher education systems focusing on institutional committee members' adoption of deliberative, empowered and participatory evidence-based decision-making practices while engaged in university policy development. Amidst a landscape characterised by the forces of globalisation and internationalisation, coupled with an intensifying focus on quality assurance and accreditation that increasingly shape governance structures, this research examines decision-making at the practical micro-level within an Arab State institution. This university, mirroring others in the Gulf Cooperation Council region, functions within a largely centralised political system where government bodies exert substantial influence. By presenting an illustrative case of grassroots democratic evidence-based decision-making during committee members' formulation of a new institution-wide policy, this study aims to partially bridge the conceptual and applied research void. It delves into the opportunities and challenges of practicing shared, evidence-based decision-making in multiplex universities operating within characteristically state-regulated, management-centric political contexts. [ABSTRACT FROM AUTHOR]

This paper seeks to raise awareness among educational researchers and practitioners of some significant weaknesses and internal contradictions of randomised control trials (RCTs). Although critiques throughout the years from education scholars have pointed to the detrimental effects of this experimental approach on education practice and values, RCTs are considered the gold standard for assessing the impact of education policies and interventions. By drawing on the approach of immanent critique, we elucidate substantial argumentative gaps between the assumptions and applications – that is, between the theory and reality – of RCTs in empirical research. This kind of analytic exercise complements existing critiques from outside the experimental discourse based on moral and epistemic principles. The present paper, in contrast, contributes to the literature by highlighting internal limitations and contradictions that can be seen by probing the logic espoused by those who are proponents of RCTs. In fleshing out our argument, we seek to encourage more informed and critical engagement by educators, policymakers, and researchers, among other stakeholders, when they are confronted with proposals for education programmes and reforms supported by findings from RCTs. [ABSTRACT FROM AUTHOR]

Background: Regarding the evidence-based practice (EBP) process, nurses tend to perceive that critical appraisal of research articles is challenging. Though critical appraisal in EBP has been a frequent topic in medical education, implementing and disseminating existing EBP education for nurses are challenging in countries with limited EBP educational resources. This study aimed to evaluate changes in practice, attitude, knowledge and skills of EBP before and after an EBP workshop focused on critical appraisal among advanced practice nurses. Methods: This study was a before and after educational intervention study. The workshops were provided in small groups in 2017 and 2018. The targeted nurses were certified nurse specialists (CNSs) who provide patient care and are certified as advanced practice nurses. The workshop was designed to include at least one CNS in each group. The Japanese version of the Evidence-based Practice Questionnaire, with four subscales—practice, attitude, and knowledge and skills of research and practice—was evaluated four times: baseline, immediately after the workshop, and 3 and 6 months after the workshop. At the end of the workshop, the participants wrote their learning objectives and plans for improving their critical appraisal of EBP. A self-reflection questionnaire was distributed 3 months after the workshop, and a qualitative descriptive analysis was used. Results: Eleven CNSs participated in this study. Only the score of the knowledge and skills of research showed a statistically significant change. Many participants did not perform critical appraisal of research articles after the workshop. The facilitators were to have a role in integrating research evidence into practice and the barriers to being too busy, personnel transfers, and insufficient conditions. Conclusions: Self-efficacy for critical appraisal in EBP might increase through the EBP education workshop. Even nurses interested in EBP require ongoing learning opportunities and organizational support for EBP activities. Trial Registration: This study was retrospectively registered with University hospital Medical Information Network Clinical Trial Registry (UMINCTR) on 09/14/2018 (Registration Number. UMIN000034146). [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success. [ABSTRACT FROM AUTHOR]

Serious games, as a learning resource, enhance their game character by embedding game design elements that are typically used in entertainment games. Serious games in its entirety have already proven their teaching effectiveness in different educational contexts including medical education. The embedded game design elements play an essential role for a game's effectiveness and thus they should be selected based on evidence-based theories. For game design elements embedded in serious games used for the education of medical and healthcare professions, an overview of theories for the selection lacks. Additionally, it is still unclear whether and how single game design elements affect the learning effectiveness. Therefore, the main aim of this systematic review is threefold. Firstly, light will be shed on the single game design elements used in serious games in this area. Second, the game design elements' underlying theories will be worked out, and third, the game design elements' effectiveness on student learning outcome will be assessed. Two literature searches were conducted in November 2021 and May 2022 in six literature databases with keywords covering the fields of educational game design, serious game, and medical education. Out of 1006 initial records, 91 were included after applying predefined exclusion criteria. Data analysis revealed that the three most common game design elements were points, storyline, and feedback. Only four underlying theories were mentioned, and no study evaluated specific game design elements. Since game design elements should be based on theories to ensure meaningful evaluations, the conceptual GATE framework is introduced, which facilitates the selection of evidence-based game design elements for serious games. [ABSTRACT FROM AUTHOR]

Background: Non-communicable diseases can be controlled and managed by reducing their associated metabolic risk factors. In this study, a set of intervention packages were designed to reduce the prevalence of three common metabolic risk factors (hypertension, hyperlipidemia, and obesity and overweight) in the community by motivating non-physician health workers. Methods: A field trial study was conducted in 4 districts of Iran. Thirty-two community health centers were randomly selected. A survey of 30 to 70-year-old was conducted to measure baseline metabolic risk factors. The intervention packages focused on improving hypertension, hyperlipidemia, obesity and overweight. The interventions included goal-setting, evidence-based education, operational planning, and incentive payments for non-physician health workers. A second survey to measure the final metabolic risk factors was performed after one year. The difference-in-difference method was used to evaluate the effectiveness of the intervention packages. Results: The average age of participants in both surveys was 49 years. The interventions had statistically significant effects only on decreasing the prevalence of overweight and obesity. The package with all the interventions except pay-for-performance decreased the odds of overweight and obesity to 0.57 (95% CI: 0.34, 0.95). Conclusions: Involving non-physician health workers and having action plans based on the health needs of the covered population can decrease obesity and overweight in the community. However, longer trials are needed to observe the effects on hypertension and hyperlipidemia. [ABSTRACT FROM AUTHOR]

Media coverage suggests that ChatGPT can pass examinations based on multiple choice questions (MCQs), including those used to qualify doctors, lawyers, scientists etc. This poses a potential risk to the integrity of those examinations. We reviewed current research evidence regarding the performance of ChatGPT on MCQ-based examinations in higher education, along with recommendations for how educators might address challenges and benefits arising from these data. 53 studies were included, covering 114 question sets, totalling 49014 MCQs. Free versions of ChatGPT based upon GPT-3/3.5 performed better than random guessing but failed most examinations, performing significantly worse than the average human student. GPT-4 passed most examinations with a performance that was on a par with human subjects. These findings indicate that all summative MCQ-based assessments should be conducted under secure conditions with restricted access to ChatGPT and similar tools, particularly those examinations which assess foundational knowledge. [ABSTRACT FROM AUTHOR]

Much cultural capital research has accumulated since its inception in the 1970s and researchers have charted the corresponding development of cultural capital theory in academic communities. This empirical study takes the further step of offering an account of cultural capital as it is interpreted in schools. This 'interventionalist account' is based on classifications of practices that had been explicitly implemented at 14 secondary schools in England in order to give students access to cultural capital. The collection of cultural capital practices was compiled from 38 interviews with senior leaders, teachers, and support staff. Practitioners justifiably believed these practices to be supported by research evidence. It was found, however, that a wide variety of cultural capital practices exist in schools today, with limited support from research evidence and theory. I discuss how the 'evidence pipeline' has broken down in this case and is sometimes an inappropriate metaphor for conceptualising research dissemination. [ABSTRACT FROM AUTHOR]

Transforming higher education due to digitalization is a critical challenge to ensure adequate capabilities for a more entrepreneurial economy. Studies about digital competence in higher education focus primarily on students' digital competence. There are few studies regarding educators' digital capabilities and students' learning outcomes. Following the economics of education theories and evidence-based education, this novel research is presented. The study aims to identify how educators' digital competence impacts education results, measured by students' learning perception and academic performance. Hypotheses are formulated to find evidence of the return on investment in education relevant to educational policies and higher education management. The goal was to find a model to understand how a specific relevant element of the teaching intervention i.e. the digital capabilities of the educators are reflected in students' learning outcomes. To that end, this study used a validated tool for digital education assessment (DigCompEdu) to collect data through an online self-administered questionnaire. Correlations and partial least squares structural equation modeling (PLS-SEM) method were used for the analysis. Higher education is essential for the economy and human capital development; therefore, understanding the relevant factors for teaching efficiency is pertinent. Findings show some relationship between professional commitment, digital teaching skills, and student perception of learning. Nevertheless, the analysis does not find a significant link between educators' digital competence and academic achievement. It is acknowledged that measurements in education are difficult due to the complexity and multidimensionality of this human process. The study's contribution is due to its novelty in studying a research gap in digital teaching skills and student outcomes. As a preliminary work, it intends to guide future explorations on education-based learning in universities to identify critical elements of students' achievements that can guide policymakers and university managers. [ABSTRACT FROM AUTHOR]

Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during the pandemic and the increasing use of generative AI, are causing a reconsideration about good learning and teaching. This essay provides a futures framework to explore best and next practices in learning and teaching in higher education. Four important and influential papers and reviews are used to consider past and current views of good teaching and learning in higher education. From these, six evidence-informed teaching practices are described as examples of current best-practice views, and then these are developed into possible, plausible, probable, and preferred next practices. This essay provides a stimulus for practitioners and researchers to adopt a futures mindset for thinking about the development of teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

The Campbellian validity typology has been used as a foundation for outcome evaluation and for developing evidence-based interventions for decades. As such, randomized control trials were preferred for outcome evaluation. However, some evaluators disagree with the validity typology's argument that randomized controlled trials as the best design for outcome evaluation, and with its strategy to maximize internal validity at the expense of external validity. The debates over these issues have been ongoing and intensive. This paper proposes a fresh idea for approaches to address this controversy, by bringing problem-solving philosophies into discussions. Three problem-solving philosophies have been used to develop intervention programs: reductionism, systems thinking, and pragmatic synthesis. This paper argues the validity typology is appropriate for evaluating reductionism-based programs only, but not systems thinking- or pragmatic synthesis-based programs. Mismatched applications of research designs in evaluation are sources of confusion and controversies. This insight indicates a pressing need for developing evaluation theories and approaches for systems thinking and pragmatic synthesis. Because the majority of community programs are pragmatic synthesis-based programs, this paper devotes to developing such solutions. [ABSTRACT FROM AUTHOR]

This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of practitioner agency, collaboration and sociocultural norms in research-use, but we lack theoretical insights into how these play out in practitioners' research-use. Moreover, the risks involved are rarely addressed. This study contributes to developing intermediate theory about the mechanisms influencing practitioners' success at using research to develop new practices in education and healthcare. It develops a novel methodological approach, utilising the dialogic difference-within-similarity method, to enable the analysis and synthesis of findings from five close-to-practice studies of research-use in education and healthcare settings in order to generate conceptual insights into the mechanisms at play when practitioners use research to change practice. It finds that four key mechanisms function in a paradoxical manner to hinder research-use, theorising these as the paradoxes of agency, people, norms and risk. I conclude by proposing a conceptual model for overcoming these paradoxes to facilitate research-use at scale. [ABSTRACT FROM AUTHOR]

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

This research explores the influence of the Certified Public Accountant Licensure Examination (CPALE) on the attitudes and readiness of accountancy students, aiming to improve program outcomes and board examination results. The study surveyed predominantly female respondents aged 19-29, with a monthly family income below 9,520 and a general weighted average ranging from 2.34 to 1.66. Key findings indicate that CPALE significantly affects students' interest and commitment to the program, particularly in enhancing time management skills and study dedication. While demographic factors such as age, gender, family income, and academic performance showed minor program perceptions and preparedness variations, no statistically significant impact was observed. Moreover, a positive correlation was identified between program choice, preparation, and academic practices like group study and practice testing. These findings will help to develop evidence-based techniques and interventions to help students prepare for CPALE, improve their study habits, and increase their overall success rates. Recommendations include involving first and second-year students in future studies, organizing initiatives to boost male enrollment, and promoting comprehensive training and mock exams. Workshops focusing on study habits, time management, and personality development are proposed to enhance student readiness. These findings emphasize the importance of inclusive educational strategies to support all students, regardless of socioeconomic background, and suggest a need for tailored approaches in program design to optimize student preparation and success in the accountancy field. [ABSTRACT FROM AUTHOR]

In this paper, the American College of Physicians (ACP) calls for the decriminalization of possession of small amounts of cannabis for personal use and outlines a public health approach to controlling cannabis in jurisdictions where it is legal. ACP recommends the rigorous evaluation of the health effects and potential therapeutic uses of cannabis and cannabinoids as well as research into the effects of legalization on cannabis use. ACP also calls for evidence-based medical education related to cannabis and increased resources for cannabis use disorder treatment. Cannabis, also known as marijuana, is the dried flowers, stems, seeds, and leaves of the Cannabis sativa plant. It contains more than 100 compounds, including tetrahydrocannabinol, which has psychoactive effects. Federal law prohibits the possession, distribution, and use of cannabis outside limited research activities, but most states have legalized cannabis for medical or recreational use. However, research into the potential therapeutic and adverse health effects of cannabis has been limited, in part because of the drug's federal legal status. In this position paper, the American College of Physicians (ACP) calls for the decriminalization of possession of small amounts of cannabis for personal use and outlines a public health approach to controlling cannabis in jurisdictions where it is legal. ACP recommends the rigorous evaluation of the health effects and potential therapeutic uses of cannabis and cannabinoids as well as research into the effects of legalization on cannabis use. It also calls for evidence-based medical education related to cannabis and increased resources for treatment of cannabis use disorder. [ABSTRACT FROM AUTHOR]

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

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

Self-direction skill (SDS) is an essential 21st-century skill that can help learners be independent and organized in their quest for knowledge acquisition. While some studies considered learners from higher education levels as the target audience, providing opportunities to start the SDS practice by K12 learners is still rare. Further, practicing such skills requires a concrete context and scaffolding during the skill acquisition. This article introduces the Goal Oriented Active Learner (GOAL) system that facilitates SDS acquisition in learners utilizing daily activities as context. The GOAL architecture integrates learning logs from online environments and physical activity logs from wearable trackers to provide a data-rich environment for the learners to acquire and practice their SDS. The GOAL users follow DAPER, a five-phase process model, to utilize the affordances in the system while practicing SDS. We implemented the GOAL system at a K12 public institution in Japan in 2019. Learners used the online environments for extensive reading and smartwatches for tracking walking and sleeping activities. This study analyzes detailed interaction patterns in GOAL while learners planned and monitored their self-directed actions. The results illustrate the strategies for DAPER behaviors that emerge in different activity contexts. We discuss the potentials and challenges of this technology ecosystem that connects learners’ learning logs and physical activity logs, specifically in the K12 context in Japan and, more generally, from the learning analytics research perspective to provide a context to practice SDS.

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

The article focuses on improvement project which models an evidence-based approach to law school decision-making. Topics discussed include two-wave approach followed by the project, pressures faced by law school to respond to unfavorable bar exam results, and best place to look for ways to help bar takers.

Self-direction skill (SDS) is an essential 21st-century skill that can help learners be independent and organized in their quest for knowledge acquisition. While some studies considered learners from higher education levels as the target audience, providing opportunities to start the SDS practice by K12 learners is still rare. Further, practicing such skills requires a concrete context and scaffolding during the skill acquisition. This article introduces the Goal Oriented Active Learner (GOAL) system that facilitates SDS acquisition in learners utilizing daily activities as context. The GOAL architecture integrates learning logs from online environments and physical activity logs from wearable trackers to provide a data-rich environment for the learners to acquire and practice their SDS. The GOAL users follow DAPER, a five-phase process model, to utilize the affordances in the system while practicing SDS. We implemented the GOAL system at a K12 public institution in Japan in 2019. Learners used the online environments for extensive reading and smartwatches for tracking walking and sleeping activities. This study analyzes detailed interaction patterns in GOAL while learners planned and monitored their self-directed actions. The results illustrate the strategies for DAPER behaviors that emerge in different activity contexts. We discuss the potentials and challenges of this technology ecosystem that connects learners' learning logs and physical activity logs, specifically in the K12 context in Japan and, more generally, from the learning analytics research perspective to provide a context to practice SDS. [ABSTRACT FROM AUTHOR]

Introduction: The objective of this study was to assess changes in student physical therapists' confidence in their ability to critically appraise research and use research findings to inform their practice after completing a weekly journal club. Methods: Thirty-four students in a doctoral-level physical therapist education program completed a questionnaire before and after participating in a weekly journal club. The questionnaire asked students to rate their confidence in critically appraising research and using research to inform their practice. Results: Over the semester, there was significant improvement in students' confidence in their ability to critically appraise research related to physical therapy practice and their confidence in using research to inform their practice. Conclusions: In general, it appears that a course-based weekly journal club can be effective for improving student physical therapists' confidence in their ability to perform some of the key functions required for evidence-based practice. [ABSTRACT FROM AUTHOR]

OBJECTIVE: This study assessed 2 modalities for teaching responsible conduct of research and human subjects protection (RCR/HSP) to surgical residents in Guatemala—an "off the shelf" online curriculum and a new in-person curriculum specific to the local context. METHODS: In 2018, 160 surgical residents in 3 large urban hospitals in Guatemala City completed 2 online programs in RCR/HSP. Residents in the intervention arm also completed 7 weeks of in-person training. Pre- and post-assessments tested awareness of key concepts with particular attention to international and Guatemalan research regulations. Group differences in matched (pre- and post-) mean scores were analyzed using t -tests. RESULTS: One hundred forty residents completed pre- and post-training assessments and were included in the analytic sample. Overall mean scores improved modestly from 52.7 to 58.7 points out of 100. Intervention-arm trainees reported greater confidence in recognizing ethical issues, understanding legal and ethical requirements for research, and identifying, reporting and avoiding scientific misconduct than control-arm trainees. CONCLUSION: Given the limited availability of RCR/HSP faculty, financial resources, and time in the surgical training schedule, the investigators recommend that academic authorities in Guatemala consider online training programs in RCR/HSP in all surgical residency programs as an affordable and scalable strategy to build ethical research skills in its surgical workforce. Investment in human resources to support in-person ethics education as a way to build self-efficacy in ethical decision-making should be considered. [ABSTRACT FROM AUTHOR]

The low reproducibility of scientific data published in articles has recently become a cause of concern in many scientific fields. Data involving light microscopy is no exception. The low awareness of researchers of the technologies they use in their research has been identified as one of the main causes of the problem. Potential solutions have hinted at the need to improve technological and methodological education within research. Despite the pivotal role of microscopy core facilities in the education of researchers being well documented, facility staff (FS) often learn their trade on the job, without receiving themselves any structured education about the technology they teach others to use. Additionally, despite endorsing an important role at the highest level of education, most FS never receive any training in pedagogy, the field of research on teaching and learning methods. In this article, we argue that the low level of awareness that researchers have of microscopy stems from a knowledge gap formed between them and microscopy FS during training routines. On the one hand, FS consider that their teaching task is to explain what is needed to produce reliable data. On the other, despite understanding what is being taught, researchers fail to learn the most challenging aspects of microscopy, those involving their judgement and reasoning. We suggest that the misunderstanding between FS and researchers is due to FS not being educated in pedagogy and thus often confusing understanding and learning. To bridge this knowledge gap and improve the quality of the microscopy education available to researchers, we propose a paradigm shift where training staff at technological core facilities be acknowledged as full‐fledged teachers and offered structured education not only in the technology they teach but also in pedagogy. We then suggest that training routines at facilities be upgraded to follow the principles of the Constructive Alignment pedagogical method. We give an example of how this can be applied to existing microscopy training routines. We also describe a model to define where the responsibility of FS in training researchers begins and ends. This involves a major structural change where university staff involved in teaching research technologies themselves receive appropriate education. For this to be achieved, we advocate that funding agencies, universities, microscopy and core facility organisations mobilise resources of time and funding. Such changes may involve funding the creation and development of 'Train‐the‐trainer' type of courses and giving incentives for FS to upgrade their technological and pedagogical knowledge, for example by including them in career paths. We believe that this paradigm shift is necessary to improve the level of microscopy education and ultimately the reproducibility of published data. [ABSTRACT FROM AUTHOR]

In-class group work activities are found to promote the interpersonal skills of learners. To support the teachers in facilitating such activities, we designed a learning analytics-enhanced technology framework, Group Learning Orchestration Based on Evidence (GLOBE) using data-driven approaches. In this study, we implemented the algorithmic group formation and group work evaluation systems in a Japanese junior high school context. Data from a series of 12 collaborative learning activities were used to validate the difference in the measured heterogeneity of the formed homogeneous and heterogeneous groups compared to random grouping. Further, the peer rating and self-perception of the group work were compared for comparative reading and idea exchange tasks. We found algorithmically formed groups, considering the learner model data, either heterogeneously or homogeneously performed better than random grouping. Specifically, students in groups created by the homogeneous algorithm received higher peer ratings and more positive self-perception of group work in the idea exchange group tasks. We did not find significant differences in the comparative reading tasks. Along with the empirical findings, this work presents a paradigm of continuous data-driven group learning support by incorporating the peer and teacher evaluation scores as an input to the subsequent algorithmic grouping. [ABSTRACT FROM AUTHOR]

This article explores the growing body of research evidence supporting the integration of Artificial Intelligence (AI) in elementary social studies education. It identifies and analyzes ten key evidence-based applications of AI that have demonstrated potential to enhance student engagement, personalize learning experiences, and cultivate essential historical thinking skills. The discussion critically evaluates the pedagogical implications, advantages, and challenges associated with AI integration in this context. Recommendations are provided for the responsible and effective implementation of AI tools in elementary social studies classrooms. [ABSTRACT FROM AUTHOR]

Introduction: Teachers' use of research has been increasingly advocated for in the past few decades, and some research has documented the factors which positively or negatively influence teachers' use of research. However, the existing research does not give relevant information to prioritize between different ways to facilitate teachers' use of research. In addition, different professionals working in education may have divergent opinions about such priorities. This study therefore asks what are the factors that most influence teachers' use of research according to teachers, teacher trainers, educational decision makers and researchers? Methods: We conducted a factorial survey experiment on six factors with 100 participants (pilot study) and 340 participants (main study) to identify which factors were perceived as influencing the most teachers' use of research and to compare respondents' perceptions according to their main role in education. Results: This study shows that support for research use by the institution and instrumental utility of research are the factors that were judged as most impactful. Some categories of respondents had conflicting views about specific factors, for instance researchers perceiving teachers' involvement in research as less likely to facilitate teachers' use of research. Conclusion: These findings can help decision-makers and teacher-trainers with limited resources to allocate them in a more effective way, while taking into consideration the disagreements across professions in order to resolve possibly arising conflicts. [ABSTRACT FROM AUTHOR]

Quantitative methods are often viewed as superior to qualitative methods for clinical research in communication sciences and disorders; however, quantitative methods are unable to answer questions of why or how. Qualitative methodology can be used to address research questions that seek to understand human perspectives. In Scholarship of Teaching and Learning (SoTL) research, qualitative research can be used to understand student experiences and perspectives. The merit of the application of qualitative methodology in SoTL research is explored here. [ABSTRACT FROM AUTHOR]

Objectives: Nurses' understanding of the value of prioritizing psychosocial care and developing skills for psychosocial care have an important place in all areas of nursing. This research was carried out to determine the nurses with postgraduate education their psychosocial care proficiency self-assessment and the factors related to them. Methods: This descriptive and cross-sectional study was conducted with 56 nurses with postgraduate education working in a research and practice hospital. Research data were collected with a descriptive information form, the psychosocial care proficiency self-assessment scale (PCPSAS). Results: The mean score of the nurses participating in the study was 75.23±11.20 in PCPSAS, and the scores they got in the sub-dimensions of "Symptom diagnosis," "Using information," "Intervention" and "Diagnostics" were 21.50±2.87, respectively; 21.05±3.51; 16.14±3.09; It was determined to be 16.53±2.76. It was found that the total score of PCPSAS and the sub-dimensions of using information, intervention, and diagnosis differed significantly according to the level of postgraduate education, and the scores of the intervention sub-dimension differed significantly according to age and gender (p<0.05). Conclusion: As a result of the study, it was determined that nurses with postgraduate education considered themselves competent in psychosocial care, while there were significant differences in terms of competence in using information, intervention, and diagnosis according to education level, and in self-assessment of competence in psychosocial interventions according to age and gender. It may be recommended that education and evidence-based practices that emphasize the value of prioritizing psychosocial care be added to all graduate nursing programs. [ABSTRACT FROM AUTHOR]

This paper reviews the state-of-art articles on instructional technologies for hospitality and tourism education. The types of technologies, roles in instruction, theoretical underpinnings, assessments, benefits, and challenges are synthesized. Education context, knowledge, skills, and attitudes developed through instructional technologies are also explored. Virtual reality, virtual games, social media, online courses, and simulations have been primarily used. Instructional technologies were applied to facilitate content delivery, practice, communication, assessments, feedback, and authentic learning experiences. Most studies did not ground their educational technologies in defensible learning theories. Only a limited number of studies employed adoption theories to examine the intention of using technologies. Further studies should investigate whether certain instructional technologies provide significant benefits to learning relative to their costs. [ABSTRACT FROM AUTHOR]

Learning Analytics (LA) is an emergent field that aims to better understand students and provide intelligence to learners, teachers, and administrators using learning log data. Although the use of technology in class is increasing in the K-12 sector and tertiary education, cases of effective implementation of LA in secondary schools have rarely been reported. This study offers an example of LA implemented in a junior high Math class during long vacations in Japan. This paper comprises two studies: first, we analyzed 121 students' answer logs and their exam performance after vacation by the K-means clustering method. We found that students' progress patterns were categorized into four types of engagement--early, late, high, and low--and the early and high-engagement groups obtained significantly higher scores than the low-engagement group. In the second study, we implemented a real-time dashboard that visualizes students' progress patterns and gives students insights about their progress during the vacation period. We found that the dashboard significantly increased students' interactions with the assignment, and the questionnaire survey determined that the LA dashboard motivated students to learn during the long vacation period. Considering the previous studies of LA, we estimate that LA-based interventions enhance students' self-regulation skills, which is crucial for learning during long vacation periods. Our study offers a novel approach to implementing LA in K-12 education. [ABSTRACT FROM AUTHOR]

In educational research, there is the general trade-off that empirical evidence should be generalizable to be applicable across contexts; at the same time, empirical evidence should be as specific as possible to be localizable in subject-specific educational interventions to successfully transfer the empirical evidence to educational practice. This trade-off is further increased by the fact that the diverse instructional contexts, such as school or student characteristics constrain the applicability of empirical evidence. Several approaches have been proposed to address this issue, however, emphasized the different problems (i.e., localization, generalization, transferability) rather in an isolated manner. To this end, in this article, we introduce a synergistic approach, the LoGeT (localize, generalize, transfer) model, which systematically integrates co-design (localization strategies) and ManyClasses principles (generalization strategies) with co-constructive transfer activities, to generate empirical evidence that may be applicable in educational practice. To illustrate the LoGeT model, we present three long-term projects, covering different granularities and durations of educational interventions across different fields of education (teacher education, adaptive teaching, non-interactive teaching) that successfully applied the LoGeT approach. Finally, we outline further directions for future iterations of the LoGeT model. We hope that the LoGeT approach may be a stimulus to guide researchers as well as practitioners alike to design generalizable and evidence-based educational interventions that are rooted in localized instructional contexts. [ABSTRACT FROM AUTHOR]

An educator's competence influences the implementation of evidence-based education and the overall quality of social and health care. This study aimed to identify distinct competence profiles from Finnish social, health and rehabilitative care educators, as well as describe which personal and professional characteristics influenced belonging to a certain profile. Data were collected from 28 educational organizations located throughout Finland using the Health and Social Care Educators' Competence instrument. The survey was answered by 422 educators. The performed K-means cluster analysis identified three distinct educator competence profiles, which differed in terms of self-assessed expertise in various competence areas and certain background characteristics. The results highlight that educational institutions should concentrate on refining the digital competence of educators, which requires networking, collaboration, and work-related pedagogical competence. The differences in evaluation identified for the three profiles demonstrates that more experienced educators should mentor their less experienced counterparts to ensure a high quality of education. [ABSTRACT FROM AUTHOR]

According to self‐determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well‐being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe–Reflect–Draw–Edit–Repeat (ORDER) method and gamification (experimental condition) versus a non‐ORDER and non‐gamified program (control condition). These two different 30‐h (7‐week) anatomy education programs were implemented at two Spanish public universities with 116 first‐year sport sciences students. Pre and post‐treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t‐tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, ηp2 = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003, ηp2 = 0.074) and 'competence' satisfaction (p = 0.048, ηp2 = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification. [ABSTRACT FROM AUTHOR]

The aim of this paper is to disclose the critical domain of academic writing and its pivotal role in scholarly communication and professional achievement. The study seeks to evaluate the efficacy of a structured academic writing approach using a mixed-methods design, incorporating pre-test and post-test assessments alongside qualitative insights derived from the participant feedback. The participants underwent an initial pre-test covering the structural aspects of academic writing, followed by engagement in a structured undergraduate course emphasising specific nuances of academic papers and mastery of cohesive elements for academic and professional purposes. The qualitative aspect provided a nuanced understanding of the learners’ experiences and perceptions. The structured undergraduate course entailed practical activities and tests covering fundamental aspects of academic writing. These encompass understanding the intended audience and purpose, recognising conventions and standards, grasping the subtleties of formal tone and language precision, refining skills in evidence-based argumentation, analysing the organisational structure of academic texts, evaluating the effectiveness of thesis statements, and incorporating tasks related to professional writing. The research underscores the practical application of acquired academic writing skills, aligning them with professional purposes. Overall, the study aims to contribute valuable insights into the effectiveness of a structured academic writing approach in preparing individuals for success in both academic and professional contexts. [ABSTRACT FROM AUTHOR]

We mark the 50th anniversary of mathematical modeling education by reviving the term the spirit of mathematical modeling (SoMM), which idealistically reflects core aspects of mathematical modeling. The basis of our analysis is the notion of bildung, which is an educational philosophy that strives for harmonizing heart, mind, social life and culture. We built SoMM on five descriptions of mathematical modeling: two research studies from the 1970s, two studies about the work of professional modelers, and one about an environmental school project. We captured SoMM as a collection of aspects at the micro, meso and macro level: at the micro level, we found aspects such as agency, anticipating, scrutiny and critique as part of SoMM; at the meso level, we found collaborating, consulting and navigating social norms; and at the macro level, interdisciplinarity, relevance and social justice. Through the lens of bildung-based educational philosophies, we see that instruction and assessment traditions have transposed mathematical modeling into 'teachable' practices that drift away from SoMM. We recommend focusing more on fostering mathematical modeling and to assess students through alternative formats (e.g., group projects). [ABSTRACT FROM AUTHOR]

Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most of which converge on a consensus of 5–7 presumably 'effective' features (e.g. collaborative tasks, active learning, focus on content). The proliferation and convergence of reviews create the impression that this consensus is based on strong evidence from large-scale, replicated, and rigorously controlled research studies. We critique the empirical foundation on which conclusions about evidence-based design features for teacher professional development have been based, by the same evidential standards that have been adopted within this field of scholarly work. We conclude that the empirical foundations for these lists are problematic and that claims to methodological rigour are misleading as they are based on flawed inferences. We further argue that the ambition to identify general features of effective professional development is also problematic, and reflect on why, despite its weaknesses and potentially adverse consequences for research and practice, we as a field continue to herald this consensus. We call for greater focus on the development, testing, and refinement of theories about teacher professional learning in order to advance understanding, policy, and practice in the field. [ABSTRACT FROM AUTHOR]

Introduction: The evidence-based medicine (EBM) was introduced in the 1990s, paving the way for the new approaches to science methodology and research evidence that changed medicine-related practices. Following the EBM, social sciences ranging from education to public governance and policymaking entered a new stage of knowledge production and dissemination. Each evidence-based social science field produces its own evidence and evidence synthesis laying the foundation for efficient social practices. Pilot searches failed to bring complex and complete evidence-based methodology for social sciences. Purpose: This scoping review aims to identify the scope of the evidence-based social sciences and practices as an emerging field. Method: The review adhered to the PRISMA extension for scoping reviews, and the PPC framework. The eligibility criteria include problem (population), concept, context, language, time period, types of sources, geographical location, databases, areas of research. The searches to identify relevant publications entail searches in the Scopus database. The studies were identified and selected by screening titles, abstracts and full texts, totalling 35 documents. Results: The results cover search and selection outcomes; a bibliometric analysis, the breakdown of the publications among the four thematic clusters; the findings relating to evidence-based medicine and practice methodology applicable to social sciences; the analysis of the research area of evidence-based social sciences and practices; the social science practices by sectors. Much of the EBM methodology was directly borrowed by social sciences. Though, the major controversy was found in the hierarchy and levels of evidence as social sciences are subject to human choices. Randomized controlled trials and systematic reviews were analysed in the context of social sciences. The most elaborated and fast developing evidence-based areas in social sciences contained evidence-based education and evidence-based policymaking, with systems of governmental agencies and institutions introducing these evidence-based practices. Сonclusion. The review attained the objective and gave answers to the research questions. Only few studies were published to comprehensively address the emerging field of evidence-based social sciences and practices. Fragmentated sub-fields are covered unevenly, with many mythological divergences and disputed issues, including the quality of evidence, their weight and hierarchy, types of research.

IntroductionTeachers’ use of research has been increasingly advocated for in the past few decades, and some research has documented the factors which positively or negatively influence teachers’ use of research. However, the existing research does not give relevant information to prioritize between different ways to facilitate teachers’ use of research. In addition, different professionals working in education may have divergent opinions about such priorities. This study therefore asks what are the factors that most influence teachers’ use of research according to teachers, teacher trainers, educational decision makers and researchers?MethodsWe conducted a factorial survey experiment on six factors with 100 participants (pilot study) and 340 participants (main study) to identify which factors were perceived as influencing the most teachers’ use of research and to compare respondents’ perceptions according to their main role in education.ResultsThis study shows that support for research use by the institution and instrumental utility of research are the factors that were judged as most impactful. Some categories of respondents had conflicting views about specific factors, for instance researchers perceiving teachers’ involvement in research as less likely to facilitate teachers’ use of research.ConclusionThese findings can help decision-makers and teacher-trainers with limited resources to allocate them in a more effective way, while taking into consideration the disagreements across professions in order to resolve possibly arising conflicts.