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This research aimed to determine the trends related to blended learning studies conducted in science education through descriptive content analysis. This study was performed using the document review method. For this purpose, 120 studies on blended learning in science education were determined between 2005 and 2022 in the Web of Science (WoS) database. The studies were examined by considering themes such as keywords, country, purpose, method, sample, online system, and result. The research findings showed that more studies occurred between 2020 and 2022. The findings showed that studies mostly use quantitative research methods and experimental designs. Most of the studies were conducted with undergraduate-level sample groups. Findings revealed that the blended learning environment is designed more to teach physics subjects, and parametric tests were generally used for data analysis. The more preferred course management systems in the studies were the online systems designed by the schools. A considerable number of studies revealed that blended learning environments designed for science education have a positive effect on variables such as achievement, skill, and motivation.

High-Variability Phonetic Training (HVPT) has demonstrated effectiveness in second language (L2) acquisition. This study utilizes a meta-analysis to explore the influence of high variability on learning L2 pronunciation and identifies the factors that moderate this impact. The studies were collected using a keyword search in the SCOPUS database. In total, our meta-analysis incorporated 18 primary studies that presented results obtained from experimental and control group designs, encompassing a total of 22 effect sizes. The results of our meta-analysis revealed that the overall effect size of HVPT on L2 pronunciation was medium (g = 0.77). Specifically, the effect size was large for consonant sounds and lexical tones, particularly pronounced when utilized by advanced learners. For beginners, the effect size was medium. The context in which the training was conducted also played a role, with a medium effect size observed when sentences were used. Additionally, the number of talkers involved in the study influenced the effect size, with a medium effect size found when 5 to 8 talkers were included. In other cases, the reported effect sizes were either small or non-significant.

In this case study we explore the concept of translational research: specifically, how common tools were employed in the context of the translational research process to design and implement a formal intervention to address racism at the individual and structural level. This approach to translational research focuses on the implementation of evidence-based interventions to address issues in communities, schools, and other organizations and is ideally suited to support researchers and practitioners in the nation's land-grant institutions. We discuss the suitability of translational research as an approach to identifying and resolving issues and implications for training and day-to-day operations of translational research organizations. Finally, we point to the necessity of incorporating principles of equity and engagement in the translational research process.

Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

Environmental problems are a factor that influences the health of the world's great population. Developed countries make pollution part of a serious problem in urban industrial centers. The aim of this research is to address the following objectives: (1) to analyze the trend in the number of environmental literacy research conducted annually; (2) to identify the methodologies employed in investigating environmental literacy in Indonesia; (3) to determine the demographics of research subjects involved in studies related to environmental literacy; (4) to ascertain the geographic locations utilized as research sites for studies concerning environmental literacy. This research focuses on content analysis that has been determined from various research published in scientific journals in Indonesia and international journals. In this research, the focus is on articles discussing environmental literacy in Indonesian journals indexed by SINTA. There are 24 articles discussing environmental literacy. positive trends were found in research related to environmental literacy. Among these articles, quantitative research is often found. The samples found in the article were mostly found in junior high schools. Apart from that, the data collection used was a test instrument. and most often use independently composed instruments. In light of the findings of this study, several recommendations have been made for further research.

This study aimed to investigate research trends related to socio-scientific issues (SSI). The SSI articles analysed were from highest-rating five science education journals with the highest impact ratings, published between 2011 and 2022, including "Science Education" [SE], "Journal of Research in Science Teaching" [JRST], "Science and Education" [S&E], "International Journal of Science Education" [IJSE], and "Research in Science Education" [RSE]. A total of 87 selected relevant SSI articles were analysed to determine research types, research topics, research sample groups, research sites, and authors with the most citations. According to the research findings, IJSE articles are the most widely published articles compared to other articles of similar journals. It is revealed that the most discussed issues in those articles of IJSE are argumentation and decision-making, followed by the nature of science. Pupils in middle and high schools constitute the largest sample groups. The continent that has been widely selected as research sites is European continent. Meanwhile, the country with the most research sites is the United States. The data collection tool most frequently used in the research is interview. S&E's "Nature of Science," "Scientific Inquiry," and "Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry" articles are the most cited articles. Challenges such as addressing efficacy, emotion, and attitude remain noticeably unexplored in SSI studies. Furthermore, exploratory studies on SSI for early childhood education.

This study aims to examine the diverse strategies employed in apology and request, investigate the influence of cultural factors, social power, and social distance on these strategies, and explore the existing limitations and gaps in the literature for future research. Data collection is conducted using the qualitative technique. Qualitative content analysis is employed for data analysis. The SLR process provides a structured framework for analyzing various strategies employed in speech acts and investigates the impact of cultural variables and social distance on these strategies. Through the implementation of a predetermined review procedure, a total of 16 papers published between 2018 and 2022 were identified and analyzed. The findings demonstrated that many studies examined apologies and requests using different strategies and sub-strategies. Notably, politeness usage by Indonesian English teachers reflected social power dynamics, while linguistic strategies among Thai students and EFL learners were shaped by social distance. Thai study underscored the importance of cultural immersion, variations among interactants, and teaching factors in pragmatic competence. The PRISMA-guided systematic review effectively synthesized existing literature. The gaps, novel insights, and unresolved issues identified provided a roadmap for researchers to propel the field forward. This systematic review contributed a snapshot of current knowledge, charted a course for future investigations, identified gaps, and leveraged the strengths of systematic approaches.

Background/purpose: Awareness of the mathematical skills and knowledge children possess in their early years is widely accepted. This includes various common positive aspects, not only for educators but also for researchers and policymakers. This study presents a systematic review conducted to meticulously identify empirical studies published in the Scopus-Index Journal database about the mathematical skills children aged 3 to 8 years old have mastered. Materials/methods: This review followed the PRISMA guidelines and the research database comprised of Scopus-indexed journals. The technique followed used "keywords" and Boolean operators. The screening processes included reviewing abstracts, scanning complete texts of published articles, and rejecting those not meeting preset inclusion criteria. Moreover, systematic reviews, meta-analyses, and papers not written in English were also excluded. Of the 801 studies initially identified, a total of 15 empirical studies were included in the systematic review. Results: Children master various math skills from a very young age, mainly in "numbers and operations", but face difficulties in skills related to "algebra" as well as "geometry and measurement". Additionally, several preschoolers' characteristics help to explain the acquisition of these skills, with "age" being the primary factor. Researchers use various research instruments and mainly conduct individual semi-structured interviews. Children's geometry skills and knowledge appear to have been studied to a small extent. The areas of "measurement" and "data analysis and probability" were found to be under active investigation. Conclusion: It is worth noting that not only does a noticeable research gap exist for the math domains of "measurement," "geometry," and "data analysis and probability". Factors that seem to affect young children's math skills, such as "gender", "parents' educational level", and "attendance to a preparatory preschool" need further investigation. The implications of the current study's results extend beyond academia, providing valuable insights that educators and policymakers can leverage to enhance the quality of mathematics education during the early years period.

This study employed a critical inquiry paradigm to explore the significance of equity and social justice in teaching qualitative methodologies and methods to graduate students. Graduate students of multiple minoritized identities and a faculty member conducted a two-year inquiry into the research apprenticeship experience, including the stages of student-led conceptualization, data collection, analysis, international conference presentation, and publication. The study investigated the experiences of the faculty and students as well as the responsibilities of the institution against the backdrop of historical and contemporary pandemics. Consequently, we problematized hidden curriculum and unconscious assumptions to suggest research course design sequencing improvements. The findings emphasize the impact of these experiences on qualitative research teaching and learning practices and institutional responsibility to graduate student research apprenticeships. The Graduate Research Apprenticeship Nested Design Pathway is presented as a tool that institutions worldwide can adapt and implement to serve the complex needs of their students.

This research aims to analyze the results of studies conducted in Turkey on reasoning skills in mathematics teaching and to reveal what kind of trend there is in this field. Within the scope of this study, databases were searched with the keywords "reasoning"(muhakeme, akil yürütme) and "reasoning skill" (Muhakeme becerisi, akil yürütme becerisi), and the results were examined in accordance with the inclusion criteria regarding mathematics teaching. One hundred sixty-three studies were included. Each of the studies included in the meta-synthesis study was analyzed descriptively according to type, year, method, sample type and size, data collection tools, statistical analysis, learning field, keywords, reasoning type and purpose. In addition, the studies' results were content analyzed and tabulated by coding the differences and similarities between them with a holistic approach. It has been determined that studies on the learning fields in the mathematics curriculum are mostly carried out in the field of learning numbers and operations in the secondary school mathematics curriculum. When evaluated in terms of reasoning types, almost half of the studies were conducted on mathematical reasoning. It has been observed that after mathematical reasoning, the most focus is on proportional reasoning. When the aims of the studies included in the research were examined, it was determined that the most focused ones were "examining the factors affecting reasoning skills", "measurement of reasoning skills" and "the effect of teaching practices on reasoning skills". In the studies examined, it was seen that there were 33 teaching practices whose effects on reasoning skills were examined.

This systematic review examines 31 articles published from 2000 to 2021, comprehensively addressing mathematical resilience. These articles originate from English-language journals indexed in Google Scholar, Web of Science, ERIC, and Scopus databases. The analysis considered specific aspects including years, countries, research methods, designs, sample characteristics, data collection instruments, analysis techniques, findings, and recommendations. The majority of studies were conducted in 2021, mainly in Indonesia and the United Kingdom, with a focus on high school students. Qualitative approaches predominated, particularly qualitative descriptive research, along with quantitative approaches featuring semi-experimental designs and correlational studies. Quantitative studies commonly employed mean and frequency tables, while surveys and interviews were frequently utilized data collection tools. These investigations revealed diverse dimensions of mathematical resilience, spanning cognitive, affective, pedagogical, demographic, and social domains. The studies offer valuable recommendations for educators, researchers, teacher education programs, learning environments, students, school administration, psychological counsellors, parents, and society at large.

This paper presents a concise review of research articles focusing on Quality Assurance (QA) in Higher Education post-2019. The review encompasses various aspects such as methodologies, frameworks, challenges, and advancements in ensuring educational quality. It synthesizes findings from diverse scholarly works, highlighting emerging trends and key insights. Through this review, we aim to provide a comprehensive overview of the evolving landscape of QA in higher education, identifying critical areas for further research and policy development.

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master's level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

Drawing from the literature and the historical fiction-based feminist antimilitarist research I conducted in writing my debut novel, "A Sea of Spectres." This article discusses the what and why of fiction-based research. I detail how to: (a) move from inspiration to fiction-based research; (b) frame the research; (c) develop research questions; (d) and embed theory and data in the story through applying the craft of fiction writing. My aim with fiction-based research is to create compelling characters situated in historical and contemporary settings in order to draw readers into engaging and accessible stories that help them learn about themselves, their understandings of others, and their relationships to society. I conclude with recommendations for conducting fiction-based research; delve into the methodology of fiction-based research; study the craft of writing fiction; read in related genre(s); abide by the ethics of fiction and fiction-based research; and learn about the fiction publishing process.

The author, a consultant who has worked on projects in the education, training and professional regulation arena for more than three decades, reflects on factors that make for successful interventions and sustainable project outcomes. Seven key factors are identified: (1) intellectual credibility, both in a substantive and methodological sense; (2) a consistent and explicit ethical perspective; (3) developing a comprehensive rich picture of the practice context; (4) using a 'realisation' or 'co-creation' approach to ensure that the client community has ownership of the project; (5) the development of effective systems architecture; (6) being able to act as a constitutional arbiter to maintain consistency and constancy of purpose; and (7) treating the project as a research process, both internally to build in ongoing review and evolution and externally to provide critique and position it in relation to parallel developments in the field. The importance of methodological fluency is also emphasised to develop approaches that are contextually appropriate, while cautioning against the use of over-formalised methods and processes.

The present paper investigates one aspect of questionable research practices relating to Arabic L1 learners of foreign languages, namely the use of statistics. The objective of the paper is to argue that reproducible research requires adopting wise practices in linguistics and that the excessive focus on quantification does not seem to serve this purpose. Statistical significance tests in quantitative research are routinely used in linguistic inquiry as well as language teaching and learning studies with a view to supporting the relevant explanatory insights in linguistics. In this article, I will expose the misuse of statistics by doctoral students in English departments of Morocco working on Arabic L1 learners' data, by highlighting some practices that are at odds with international good practices in academic research in linguistics. I will take stock of the current questionable practices in this regard to dispel some of the misunderstanding about the use of statistics which is now gaining grounds lest this becomes an orthodoxy. I will argue that research on Arabic L1 learners' data should be focused more on exploration and discovery, as well as the validation of epistemological insights than on mere descriptive quantification geared to hypothesis verification. These areas of focus constitute the crux of academic research in linguistics, but they seem to be lost in statistics in doctoral students' theses. Recommendations and solutions are provided for enhancing transparency and improving reproducibility of doctoral research outcomes to advance theory building and the delivery of new research lines in linguistics as well as to avoid the risk of research waste, in line with the requirements of open science.

Talking circles, also known as sharing circles, have been used in ceremonies for hundreds of years. Rooted in Indigenous values and knowledge systems emphasizing interconnectedness and responsibility to community, participants share power through storytelling, empowering each participant to share what they want in a non-judgmental environment, leading to deep, rich, authentic responses from participants. Talking circles can be used for assessment, evaluation, research, discussion, problem-solving, and decision-making. In a study focused on student sense of belonging, participants and I employed talking circles, which changed the dynamic of data collection in ways that focus groups never could. In this article, I center on the differences between focus groups and talking circles, a reflection on the process of utilizing talking circles, and why and how more studies should consider the use of talking circles.

The American Family Health Study (AFHS) collected family health and fertility data from a national probability sample of persons aged 18-49 between September 2021 and May 2022, using web and mail exclusively. In July 2022, we surveyed AFHS respondents and gauged their willingness to become part of a national web panel that would create novel longitudinal data on these topics. We focus on predictors of willingness to participate, identifying the potential selection bias that this type of approach may introduce. We found that efforts of this type to create a national web panel may introduce potential selection bias in estimates based on the panel respondents, with individuals having higher socioeconomic status being more cooperative. Thus, alternative recruitment strategies and re-weighting of the subsample may be needed to further reduce selection bias. We present methodological implications of our results, limitations of our approach, and suggestions for further research on this topic.

Background: Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support. Objective: This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2). Method: Students (N = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material. Results: There were no differences between conditions on any of the outcome variables. Conclusion: The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective. Teaching Implications: UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.

Evaluation in Design education is subjective and generally depends upon the pedagogues' personal perspective. Conducting subjective evaluation on a large scale is associated with multiple challenges; therefore, digitized evaluation is integral to maintain consistency in the evaluation process. This systematic literature review utilized SCOPUS, Web of Science, JSTOR, ScienceDirect (Elsevier), EBSCOhost, and Google Scholar data repositories to retrieve and analyse available literature on digitizing creativity evaluation in Design education. This review intends to provide the researcher community with multiple aspects of digitized creativity evaluation from 2008 to 2021 in Design education. This paper highlights digitized creativity evaluation in the context of Design education, factors of digitized creativity evaluation, research purposes, methods, results, findings, and limitations of this review. Significant findings indicate that most literature studies suggested factors of creativity evaluation, but hardly any studies have highlighted indicators associated with digitizing creativity evaluation. In addition, many articles focused on generalised digitization approaches; however, only a few studies highlighted integrating digitization with creativity evaluation. Moreover, few studies enlightened the difference in factors and techniques associated with evaluation in different Design educational settings, such as classrooms, design studios, mass examinations, etc. Future research may investigate factors and problem-solving techniques of digitized creativity evaluation in Design education from the aspect of multiple educational settings and self-adapting intelligent models that might migrate from one setting to another on demand.

Recital 33 GDPR has often been interpreted as referring to 'broad consent'. This version of informed consent was intended to allow data subjects to provide their consent for certain areas of research, or parts of research projects, conditional to the research being in line with 'recognised ethical standards'. In this article, we argue that broad consent is applicable in the emerging field of Computational Social Science (CSS), which lies at the intersection of data science and social science. However, the lack of recognised ethical standards specific to CSS poses a practical barrier to the use of broad consent in this field and other fields that lack recognised ethical standards. Upon examining existing research ethics standards in social science and data science, we argue that they are insufficient for CSS. We further contend that the fragmentation of European Union (EU) law and research ethics sources makes it challenging to establish universally recognised ethical standards for scientific research. As a result, CSS researchers and other researchers in emerging fields that lack recognised ethical standards are left without sufficient guidance on the use of broad consent as provided for in the GDPR. We conclude that responsible EU bodies should provide additional guidance to facilitate the use of broad consent in CSS research.

This report describes and reflects upon an approach to embedding psychological literacy within the core Research Methods curriculum in a small university in the United Kingdom. Psychology students were involved in the 'Living Lab: Feeding the Campus' project, an interdisciplinary network of students and staff aiming to find solutions for local issues of direct relevance to students' lives. The Living Lab focused on understanding and improving the campus food system in the context of ecological justice. Undergraduate psychology students participated through the Qualitative Research Methods, a compulsory second-year module. Psychology students conducted interview studies related to food topics such as poverty, identities and culture, community gardens, waste, sustainable lifestyles, and activism. Students collected data on campus to examine food-related experiences within the university community. Findings are being used to inform changes in the university. In this report, we describe the first iteration of involving psychology students in the Living Lab. Our approach involved an authentic assessment, participation in events and fieldtrips and interdisciplinary collaboration. We combine insights from student feedback with staff reflections on its implementation and impact. Finally, we discuss the potential of using research methods modules as a way to facilitate psychological literacy.

While empirical studies of research ethics and integrity are increasingly common, few have aimed at national scope, and even fewer at current results from Central and Eastern Europe. This article introduces the results of the first national research integrity survey in Estonia, which included all research-performing organisations in Estonia, was inclusive of all disciplines and all levels of experience. A web-based survey was developed and carried out in Estonia with a call sent to all accredited Estonian research institutions. The results indicate that the vast majority (89%) of respondents consider research ethics and integrity issues important and view falsification, fabrication, and plagiarism (FFPs) as the most severe forms of misconduct. Self-reporting of FFPs is generally comparable to levels published in other studies (6.2%). Gift authorship (41%) and hampering the work of a colleague (32%) were problematic practices most noticed among colleagues. At the same time, two of the noticed questionable research practices (QRPs) - salami-slicing and misuse of research funding -- were seen as less severe, hinting at the existence of counter-norms that career advancement rules and structural factors like funding policies may encourage. The availability of research ethics and integrity guidelines was considered good. Ethical aspects of studying potentially stigmatising data in a very small research community are discussed in the article and results are analysed through counter-norms andc normative dissonance frames.

Over the last three quarters of a century, international guidelines and regulations have undergone significant changes in how children are problematised as participants in biomedical research. While early guidelines enacted children as vulnerable subjects with diminished autonomy and in need of special protection, beginning in the early 2000s, international regulatory frameworks defined the paediatric population as vulnerable due to unaddressed public health needs. More recently, ethical recommendations have promoted the active engagement of minors as research partners. In this paper, I adopt a post-structuralist approach to policy analysis to examine deep-seated assumptions and presuppositions underlying the changes in the problematisation of children as biomedical research participants over time. While biomedical research ethics focuses on the autonomy and vulnerability of minors, ethical guidelines are situated in specific sociocultural contexts, shaped, among other things, by contingent public health needs and changing conceptions of the value of research and science for society. In the process, I demonstrate the challenge of moving away from an approach that in taking adults as the model overshadows the complexity of children's lived experiences as well as their personal, cultural, and social lives. The lack of acknowledgement of this complexity makes children vulnerable to epistemic injustice, which is particularly crucial to address in public involvement initiatives.

Historically, research disciplines have successfully operated independently. However, the emergence of transdisciplinary research has led to convergence methodologies, resulting in groundbreaking discoveries. Despite the benefits, graduate programs face challenges in implementing transdisciplinary research and preparing students for real-world collaboration across diverse disciplines and experience levels. We propose a convergence training framework integrating project-based learning, training modules, and collaborative teaming to address this. This approach, tested in a multi-institutional workshop, proved effective in bridging expertise gaps and fostering successful convergence learning experiences in computational biointerface (material-biology interface) research. Here, biointerface research focuses on control of biomolecular interactions with technologically relevant material surfaces, which is a critical component of biotechnology and engineering applications. Positive outcomes, including conference presentations and published models, endorse the framework's application in graduate curricula, particularly for students engaging in transdisciplinary collaboration.

Should your department offer a course on how to be a scientist and a successful graduate student? We offer this course at George Mason University as a mandatory part of the graduate curriculum, but this is not common practice for graduate biomedical engineering programs. Graduate education in biomedical engineering is evolving rapidly, with an increasing demand for fundamental research skills, interdisciplinary skills, and professional development. We believe that graduate students will be more successful in their research activities if they are explicitly taught these skills at the beginning of their graduate coursework. This paper describes the design of this course in our bioengineering department.

Researchers seeking to engage in projects related to Tribal communities and their citizens, lands, and non-human relatives are responsible for understanding and abiding by each Tribal nation's research laws and review processes. Few studies, however, have described the many diverse forms of Tribal research review systems across the United States (US). This study provides one of the most comprehensive examinations of research review processes administered by Tribal Research Review Boards (TRRBs) in the US. Through a systematic analysis, we consider TRRBs' online presence, online documentation, and themes across documents, for five entity types: Tribal nations and Tribal consortiums, Tribal colleges and universities, Tribal health organizations, Indian Health Services, and other Tribal organizations. Results include an assessment of online presence for 98 potential TRRBs, identification of 118 publicly available online documents, and analysis of 41 themes across four document types: Tribal research codes and TRRBs' guidelines, applications, and post-approval documents. Altogether, this research provides a macro-level analysis of the most common types of TRRBs in the US in an effort to increase researchers' understanding of these important processes as they prepare to ethically engage Tribal communities in research. These results aim to empower Tribal decision makers as they align their TRRBs' online visibility and documentation with community priorities and strengthen their protections for the rights and wellbeing of their citizens and community. Ultimately, by expanding our knowledge of TRRBs across the US, this contribution seeks to uphold Tribal sovereignty in research and promote ethical approaches to research with Indigenous communities.

Progress in understanding students' development of psychological literacy is critical. However, generative AI represents an emerging threat to higher education which may dramatically impact on student learning and how this learning transfers to their practice. This research investigated whether ChatGPT responded in ways that demonstrated psychological literacy and whether it matched the responses of subject matter experts (SMEs) on a measure of psychological literacy. We tasked ChatGPT with providing responses to 13 psychology research methods scenarios as well as to rate each of the five response options that were already developed for each scenario by the research team. ChatGPT responded in ways that would typically be regarded as displaying a high level of psychological literacy. The response options which were previously rated by two groups of SMEs were then compared with ratings provided by ChatGPT. The Pearson's correlations were very high (r's = 0.73 and 0.80, respectively), as were the Spearman's rhos (rho's = 0.81 and 0.82, respectively). Kendall's tau were also quite high (tau's = 0.67 and 0.68, respectively). We conclude that ChatGPT may generate responses that match SME psychological literacy in research methods, which could also generalise across multiple domains of psychological literacy.

Multilevel interventions (MLIs) are appropriate to reduce health disparities among Indigenous peoples because of their ability to address these communities' diverse histories, dynamics, cultures, politics, and environments. Intervention science has highlighted the importance of context-sensitive MLIs in Indigenous communities that can prioritize Indigenous and local knowledge systems and emphasize the collective versus the individual. This paradigm shift away from individual-level focus interventions to community-level focus interventions underscores the need for community engagement and diverse partnerships in MLI design, implementation, and evaluation. In this paper, we discuss three case studies addressing how Indigenous partners collaborated with researchers in each stage of the design, implementation, and evaluation of MLIs to reduce health disparities impacting their communities. We highlight the following: (1) collaborations with multiple, diverse tribal partners to carry out MLIs which require iterative, consistent conversations over time; (2) inclusion of qualitative and Indigenous research methods in MLIs as a way to honor Indigenous and local knowledge systems as well as a way to understand a health disparity phenomenon in a community; and (3) relationship building, maintenance, and mutual respect among MLI partners to reconcile past research abuses, prevent extractive research practices, decolonize research processes, and generate co-created knowledge between Indigenous and academic communities.

The purpose of this study is to explore the views of autistic adults on randomised controlled trials, specifically on processes such as randomisation and blinding, to understand the barriers and facilitators for recruiting autistic people to randomised controlled trials involving medications. We conducted one-to-one interviews with 49 autistic adults. Interviews were audio-recorded and analysed thematically. The participants found randomised controlled trial processes acceptable and linked positive attitudes towards randomised controlled trial participation to autistic peoples' heightened sense of fairness and preference for evidence-driven knowledge. However, randomised controlled trial designs may be incompatible with a (1) preference for a controlled predictable world, (2) perceived vulnerability at physical and mental health levels and (3) history of misunderstanding and exclusion, crucially from healthcare professionals. Suggestions that emerged from our findings include efforts to co-produce research to nurture trust and adapting communication practices to improve access to trials. Autistic people are a highly motivated group to work with research teams to mitigate barriers to randomised controlled trial participation. We explored what psychosocial determinants play a role in the acceptability of randomised controlled trials to test interventions to improve quality of life and mental health in autistic adults. The study provides useful information that may help the design and conduct of more accessible trials with and for the autistic community.

This research aims to present a Fuzzy Expert System with psychologist expertise that seeks to assist professors, researchers and educational institutions in assessing the level of incorporation of students' Soft Skills while attending Active Learning sessions. The difficulties encountered by higher education institutions, researchers and professors in evaluating subjective and behavioral components, such as Soft Skills, was one of the problems that motivated the undertaking of this research. The theoretical framework on which this work is based includes the development and evaluation of Soft Skills in students, some concepts and characteristics about Active Learning and the main attributes and properties of Fuzzy Logic. This research is of an exploratory applied nature, a qualitative and quantitative approach is proposed, in which the methodological triangulation between the bibliographic analysis, the case study and the modeling and implementation of the expert system called Fuzzy Soft Skills Assessment was used to achieve the objective proposed.

Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use "spatial imaginaries" to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field.

Short scales are time-efficient for participants and cost-effective in research. However, researchers often mistakenly expect short scales to have the same reliability as long ones without considering the effect of scale length. We argue that applying a universal benchmark for alpha is problematic as the impact of low-quality items is greater on shorter scales. In this study, we proposed simple guidelines for item reduction using the "alpha-if-item-deleted" procedure in scale construction. An item can be removed if alpha increases or decreases by less than 0.02, especially for short scales. Conversely, an item should be retained if alpha decreases by more than 0.04 upon its removal. For reliability benchmarks, 0.80 is relatively safe in most conditions, but higher benchmarks are recommended for longer scales and smaller sample sizes. Supplementary analyses, including item content, face validity, and content coverage, are critical to ensure scale quality.

Background: While game-based language learning (GBLL) in K-12 education has received considerable attention, little is still known about its state-of-the-art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings. Objectives: To fill the gap, drawing on the revised technology-based learning model, this study aims to conduct a systematic review on the trends of GBLL for K-12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness. Methods: Based on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K-12 education published during 2009-2022 were finalised for data analysis. Results and conclusions: The results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio-cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre-game instructional activities, such as gameplay training and lecture, were mostly implemented in K-12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks. Implications: Pedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study.

Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included.

As colleges and universities seek to invigorate ethics education, they need methods to identify where and describe how ethics is already present across their curricula. Meeting this need is complicated by the fact that much ethics education occurs in courses not explicitly focused on ethics or morality. In this paper, we review recent methodological advances before presenting a new Ethics Course Identification Tool (ECIT) that combines application of an expert-derived weighted dictionary and natural language processing methods to identify ethics-related courses based on their titles and course catalog descriptions, even when the terms "ethic" or "moral" are not present. Two studies, the second a pre-registered replication, revealed considerable interrater reliability among experts in ethics education regarding the ethical relevance of courses. Critically, both studies revealed strong correlations between expert judgments and ECIT scores. This empirical evidence points to a shared understanding of ethics education among experts, and it supports the valid use of the ECIT to rapidly and reliably identify ethics-related courses. Based on these findings, we propose that the ECIT can be used both to advance research on trends in ethics education and to help target interventions to improve ethics education at colleges and universities.

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards "excluding" those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they "indirectly" experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the "subjects" of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study's research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.

This paper describes a content analysis used to examine educational doctoral degrees (EdD) dissertations in a U.S. university. The purpose of the study was to get a better understanding of the validation techniques utilized in dissertations published by EdD students. Forty-nine dissertations were selected and examined for research methodologies, research design, and elements of vigorous validation techniques. The most frequently found methodology was quantitative (n = 30; 61.22%) followed by qualitative (n = 13; 26.53%). Among the quantitative studies, the most frequently used design was survey (n = 18; 60%). The most frequently used design in qualitative studies was case study (n = 6; 12.14%). Validation techniques for quantitative designs were mostly content validity (n = 18; 50.00%). Trustworthiness techniques for qualitative designs were mostly member checking (n = 8; 19.51%). There were no legitimation techniques identified for mixed methods designs. Implications for this study in higher education include EdD doctoral students and committees use at least three techniques for validation purposes.

The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of various instructional strategies on students' learning outcomes from primary to post-secondary levels. However, there is a limitation of the literature review conducted on interventional context-based chemistry studies. Hence, the present review was carried out to evaluate interventional context-based chemistry studies using six research questions based on the following categories (main headings): (1) countries or continents in which ICB chemistry studies were conducted in; (2) research methodologies implemented in ICB studies; (3) topics in which ICB chemistry studies used; (4) learning variables measured by ICB studies; (5) teaching methods and instructional strategies adopted by ICB studies; and (6) the effectiveness of context-based instructions on students' learning outcomes. Moreover, some sub-headings also followed the main headings. To achieve this objective, a rigorous systematic literature review has been executed using 25 selected ICB chemistry studies published between the years 2009 and 2022 based on the specific inclusion and exclusion criteria. These studies were accessed in internationally well-known databases (Google Scholar, ERIC, Semantic Scholar, and Mendeley); and the studies were organized and reviewed thematically. To summarize and present the findings of the studies, matrices, constructed by the researcher, were used. The review analysis results revealed and shed light on the critical appraisal of interventional context-based chemistry studies, missing parts of the context-based approach, and implications and suggestions for future studies.

As the number of articles on postsecondary topics expands, new methods are required to quantitatively understand the literature. Previous scholars looking at the higher education literature use manual coding, which limits the number of years that can be studied, or network analysis of citations and words, which does not yield groupings of articles by topic area. Instead, we use topic modeling to understand the subject areas that scholars investigate, as well as changes in these subject areas over time. Topic modeling assumes that a group of abstracts contains a mix of topics that are hidden (or latent) because we can only observe abstracts and the words that appear within abstracts, but not the underlying topics. Each abstract and word are then viewed as having a probability of belonging to a topic or subject area. Our data consist of abstracts from the set of articles published in "The Journal of Higher Education," "Research in Higher Education," and "Review of Higher Education" between 1991 and 2020. We find 24 main topics in the postsecondary literature in the past three decades. The most common topics in the literature during the past three decades are research usage and research methodology (18%), followed by college access (9%), identities and experiences (9%), student engagement (9%), and academic careers (8%). The research topics that became more popular over time are all student related: identities and experiences, college access, financial aid, student experiences with diversity, and student success. Topics that became less popular over time include academic misconduct, research usage and research methodology, and academic careers.