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Studies show undergraduate students typically view the idea of research negatively, with students reporting feelings of anxiety, difficulty, detachment, and reduced perceptions of relevancy to their own life. Course-based undergraduate experiences (CUREs), where students have an opportunity to engage in authentic research experiences, can reach large number of students in a convenient fashion, thus, are well-positioned to shift student perceptions of research. The purpose of this study is to explore changes in attitudes towards research in a large sample of undergraduate students' after completing one semester of a CURE, either in-person or online due to COVID-19. This study used a within-subjects pre-posttest design. Data collection took place over eight semesters from fall 2019 through spring 2022 at a large metropolitan public university in the southeast region of the United States. Students enrolled in the CURE were asked to complete the Attitude Towards Research scale at the beginning and end of the semester covering the following factors: usefulness of research (F1), anxiety (F2), affect indicating positive feelings about research (F3), life relevancy of research to the students' daily lives (F4), and difficulty of research (F5). Wilcoxon signed rank tests for paired data were conducted and Mann-Whitney U tests assessed whether there were any differences between students who completed the course face-to-face versus online. Across all eight semesters, 1,003 students (74% female, 91% Seniors) provided valid pre-posttest data. Statistically significant improvements were observed across all semesters (online and face-to-face) for research anxiety, positive attitude towards research, research relevance to own life, and research difficulty from the ATR scale (p<0.05). For usefulness of research for profession (F1), statistically significant differences were observed in four out of the eight semesters (p<0.05). Changes in students' attitudes towards research did not differ between course modality (face-to-face versus online) except for F1. The mean change in F1 was different between students taking a face-to-face (mean: 0.22, ±SD 1.02) versus online version (mean: 0.07, ±SD 0.72) of the course (z = 2.35, p = 0.02). Findings from this study demonstrate the potential of a CURE at reducing anxiety, lowering perceived difficulty, enhancing overall impressions, and students' overall attitudes toward research and research-based education. Continued consideration and evaluation of how and what is delivered in CUREs to students is required to advance the pedagogy of research methods.

The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.

Indonesian universities are implementing various strategies to improve the quality and quantity of scientific publications. Sriwijaya University has restructured its research and community service grant services by implementing e-services through the new generation management information system of the institute of research and community service (SIM LPPM NG). Numerous studies have been performed to determine the factors that influence lecturer performance, particularly in scientific journals. The purpose of this research is to utilize a model to investigate the impact of system quality, information quality, and service quality on user satisfaction and performance. For partial least squares structural equation modelling (PLS-SEM), 280 respondents comprised the dataset. The results demonstrated that system quality, information quality, and service quality influence user satisfaction. Individual performance is influenced by the level of user satisfaction. According to the findings of this study, the DeLone and McLean information system success model can be used to evaluate obligatory e-services that are integrated.

Reflective thinking (RT) is one of the higher-order thinking skills which have been of great importance to the researchers from a variety of disciplines for years. Although the significance of RT has been discussed in many studies and many different forms, there are no bibliometric studies conducted on this topic. This study aims to examine the current state and development of research in RT based on the data available in the Web of Science (WoS). To do this, a bibliometric approach was adopted to map the research literature on RT using the metadata from the WoS between 1986 and 2023 in terms of the distribution of the articles by year of publication and average citation status, the most productive journals publishing on RT and number of RT-related citations, the most cited RT articles and authors, top countries in which the articles about RT were cited most, the authors who have produced the most articles on RT, their publications and corresponding author(s)' countries, and the trend of words associated with RT in the articles. Our main contribution is the quantitative methodological design for examining the evolution of reflective thinking research, which is highly multidisciplinary and covers a large volume of publications. We believe that this study provides a comprehensive review of the studies on RT and provides interesting insights about the development of the field for future research.

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

Australian academics are being squeezed from all sides, facing ever-intensifying bureaucratic expectations around research output, coupled with increased teaching commitments and mounting administrative duties. These demands are occurring in an environment where most academics are still employed under traditional arrangements whereby, notionally, 40 per cent of their workload is allocated to research, 40 per cent to teaching and the final 20 per cent to service or administration. Such figures are no longer -- and perhaps never were -- a realistic representation of average workloads. This paper discusses how Australian academics in the discipline of English have been working within and around the 40/40/20 model, as well as the impact of the COVID-19 pandemic on their workload. Discussion here is built on interviews with English academics, but the same concerns are applicable across the tertiary sector because employment conditions tend to be standardised at the institutional level rather than at a disciplinary level.

We explore in this paper the impulse to share our academic work via social media as well as the impact this sharing has on our senses of self as scholars and persons. We argue that this sharing raises a number of important philosophical questions: In what way does the branding or profiling encouraged by X/Twitter impact on our personal identity? How does the publicness of this particular platform disrupt the intimacy that lies at the heart of all edifying human relationship? And to invoke the terms of critical theorist, Axel Honneth, can we as teachers and researchers recognize ourselves in the social media sphere? Writing from the perspective of philosophy of education, Conroy and Smith (2017: 706) have argued that the contemporary university has been taken over by 'Professor Lookatme' and 'Dr Loudmouth' -- but we are interested in the extent to which these caricatured figures are necessarily representative of today's academy. While our paper draws attention to the dark side of social media, then, it still explores the possibilities for authentic selfhood as well as meaningful community in our increasingly digitized academic worlds.

Big Data offers opportunities and challenges in all aspects of human life. In relation to research ethics, Big Data represents a normative difference in degree rather than a difference in kind. Data are more messy, rapid, difficult to predict, and difficult to identify owners; but the principles of informed consent, confidentiality, and prevention of harm apply equally to digital data. Recognition that technologies are not inherently value neutral, and that data collection, aggregation, and their use in decision making can both create and intensify inequities and harms is central to applying these principles. Data justice extends concern with voice and authenticity into the digital domain. Universities act as gatekeepers to professional accreditation in fields including software engineering. The relation between academic freedom of enquiry, state and corporate interests in the Big Data age raises important questions about power and control in the academy, which have governance implications.

This study was planned with the aim of conducting a comprehensive literature analysis of preschool STEM education research and evaluating future opportunities. Scoping Review was conducted by analyzing 29 articles in journals published by Springer, Taylor & Francis, Elsevier, and SAGE, which were obtained using combinations of the keywords "STEM," "STEM education," "kindergarten," and "preschool." The results show that the literature on STEM research in preschool, which has largely developed in the United States, has grown in recent years, forming a relatively new and expanding field. It is concluded that preschool STEM education research promises to be a popular field in the future. Studies in which different STEM activities were carried out were identified along with the examinations. In these studies, activities focus on games, teacher roles, or program and model development. For such activities, factors such as the role of sample groups in the process and their impact on the process should be determined. In other words, there is a need for studies focusing on the evaluation dimension of STEM education in preschool education.

The study explores the relationship between academic mentorship and the productivity of academics in universities. Two questions and a hypothesis were raised to guide the study. The research design employed ex-post-facto methodology with a population of 3,492 academic staff. The stratified random sampling technique was used to determine the sample size of 676 academics. The questionnaire served as the main instrument for data collection. The reliability coefficient of the instrument was 0.97 and the data collected were analyzed using SPSS. The analysis results indicated that the level of academic mentorship leadership practice exhibited in public universities in Delta and Edo States was low, and the academics showed a low level of productivity in research. Overall, the results showed a significant relationship between academic mentorship leadership practice and productivity in public universities in Delta and Edo States, Nigeria. Based on these findings, it is recommended that academic mentoring be emphasized, particularly in the area of research productivity, to enhance the overall research output of academics.

The First2 Network is an alliance of higher education institutions across the State of West Virginia striving to improve science, technology, engineering, or math (STEM) education by supporting rural, first-generation, and underrepresented college students pursuing STEM majors. Over the summers of 2019 and 2020, the First2 Network delivered two-week summer research immersion experiences at various institutions throughout West Virginia, including our institutions. The 2019 program was delivered on-campus at four universities while the 2020 program was redesigned to be delivered virtually, due to the COVID-19 pandemic, across nine sites. Before and after the immersion experience, students who participated in the program completed a variety of survey questionnaires for the assessment of their interests, expectations, identity, and belonging in STEM. We found that the in-person research experience in 2019 had better outcomes compared to the virtual experience, suggesting that students conducting research directly under their faculty supervisors in-person and on-site will have a more positive impact on their STEM education and career. However, participation in the virtual research format with structured group activities still resulted in an improvement in belonging and STEM identity, indicating that connecting with students remotely is still worthwhile when it is the most viable option. The student population in West Virginia/Appalachia region faces a number of academic barriers, so there is much to gain by finding new ways to reach as many students as possible with early career development programs. Our virtually delivered program using citizen science projects, group discussions, and team building activities may be a useful template for other STEM programs to search for new ways to connect with a broader population of students offsite.

This study examines cybersecurity awareness in universities by analyzing related research output across different disciplines at the University of Johannesburg. The diffusion of innovation theory is used in this study as a theoretical framework to explain how cybersecurity awareness diffuses across disciplines. The University of Johannesburg Institutional Repository database was the data source for this study. Variations in cybersecurity keyword searches and topic modeling techniques were used to identify the frequency and distribution of research output across different disciplines. The study reveals that cybersecurity awareness has diffused across various disciplines, including non-computer science disciplines such as business, accounting, and social sciences. However, there are significant differences in cybersecurity awareness across academic disciplines, highlighting the need for targeted efforts to promote cybersecurity awareness in underrepresented academic disciplines and for intra and interdisciplinary collaboration.

In the early 1980s, the "theory of didactic situations" put the analysis of mathematical activity at the core of the didactic analysis, thus initiating a new research programme in mathematics education: the "epistemological programme." This paper describes and interprets some of the contributions of the "anthropological theory of the didactic" (ATD) to the development of this programme. These contributions come from the new institutional and ecological perspective provided by the ATD to approach the didactic problem and from the significance it assigns to macrodidactic phenomena characterised by didactic transposition. They are illustrated with research works involving different fields of school mathematics in which the ATD team led by Spanish researchers played a central role: research in school algebra and its relations with functional modelling, differential calculus, and real numbers. The paper concludes by briefly describing the contributions of the ATD to the dialogue between didactic theories, another domain that has notable Spanish contributions.

Autism spectrum disorder is a neurodevelopmental disorder characterized by a wide range of behavioral alterations, including impaired social interaction and repetitive behaviors. Numerous pharmacological interventions have been developed for autism spectrum disorder, often proving ineffective and accompanied by a multitude of side effects. The gut microbial alterations observed in individuals with autism spectrum disorder, including elevated levels of "Bacteroidetes," "Firmicutes," and "Proteobacteria," as well as reduced levels of "Bifidobacterium," provide a basis for further investigation. Recent preclinical studies have shown favorable outcomes with probiotic therapy, including improvements in oxidative stress, anti-inflammatory effects, regulation of neurotransmitters, and restoration of microbial balance. The aim of this review is to explore the potential of probiotics for the management and treatment of autism spectrum disorder, by investigating insights from recent studies in animals.

Background: Active Support is a staff practice that aims to increase engagement of people with intellectual disabilities. This study seeks to: (1) identify the outcomes of staff using Active Support and how these are measured; (2) identify how the views of people with intellectual disabilities have been included in Active Support research. Method: A scoping review was conducted of peer-reviewed articles about Active Support published between 2009 and 2023. Results: Sixteen articles were identified. Outcomes included engagement, the quality of staff support, choice and challenging behaviour. Structured observations were the most frequently used measurement method. Only two studies explored people with intellectual disabilities' perspectives about Active Support. Conclusions: Consistent use of similar measures is a strength of Active Support research. Including perspectives of people with intellectual disabilities may provide insight into dimensions of support not been measured and assist in further developing these measures and Active Support practice.

Background: There is a paucity of theory-informed physical activity research with adults with intellectual disabilities. This study aimed to address this by synthesising existing literature and applying the COM-B model to understand capabilities, opportunities and motivations. Methods: A qualitative evidence synthesis was conducted and reported in accordance with PRISMA guidelines and the ENTREQ. Three databases were systematically searched up to and including February 2022. Qualitative research relating to the physical activity of adults with intellectual disabilities were included. Thematic synthesis was conducted with themes mapped onto the COM-B model. Results: Twenty-five studies were included. Influences of physical activity were identified and mapped onto the COM-B model, which also included COM-B influences of social support provided by caregivers. Conclusions: There are many complex influences of physical activity for adults with intellectual disabilities. Researchers should consider the influences contributing to caregivers' capacity to support physical activity.

This paper seeks to illuminate new perspectives on the concept of crisis in globalised higher education (HE) by focusing on knowledge generated by doctoral research. Doctoral research is a significant part of research and knowledge building in HE, particularly in science, and doctoral students contribute to the research capacity and knowledge building of institutions. This source of knowledge offers alternative perspectives on crisis in HE, providing a rich source of research which is often under-consulted. Using the British Library's digital repository EThOS, a collection of around 637,000 doctoral studies carried out in British universities, the research harnesses Generative Artificial Intelligence approaches in order to analyse the ways in which crisis is defined and constructed in doctoral research since 2000. Through a pilot study using a prototype of a new AI tool, the paper offers both conceptual and methodological insights into constructions of crisis in this under-used field of research.

The earthquakes which struck Nepal's capital in 2015 were humanitarian disasters. Not only did they inflict tragic loss of life and livelihoods, they also destroyed parts of the Kathmandu Valley's unique UNESCO World Heritage site. These monuments were not just ornate structures but living monuments playing central roles in the daily lives of thousands, representing portals where the heavens touch earth and people commune with guiding deities. Their rehabilitation was also of economic importance as they represent a major source of tourist income and employment. Unfortunately, the social and political desire for rapid reconstruction resulted in the swift removal of many traditionally constructed foundations and their replacement with modern materials without assessments of whether they contributed towards the collapse of individual monuments. These actions, combined with the wholesale removal, mixing and dumping of modern and historic debris, contributed to a second, equally destructive, cultural catastrophe -- irreversible damage to Kathmandu's Medieval fabric, in a process which frequently excluded local communities and custodians. This case study draws from our collective reflections and lessons learned from our attempts to enable equitable and ethical research partnerships between UK and Nepali colleagues as well as local communities in the debris of the Kasthamandap, Kathmandu's eponymous monument. After briefly describing the potential of mobilising archaeologists in post-disaster contexts and outlining the challenges of undertaking research in such a setting, our case study utilises the TRUST Code to assess the character and success of our multidisciplinary collaboration in a time of crises.

This scoping review maps research ethics and integrity challenges and best practices encountered by research actors in the DACH countries (Germany, Austria, and Switzerland), including researchers, funders, publishers, research ethics committees, and policymakers, during the COVID-19 pandemic. The COVID-19 pandemic brought research and, in turn, research ethics and integrity, into public focus. This review identified challenges related to changing research environments, diversity in research, publication and dissemination trends, scientific literacy and trust in science, recruitment, research redundancy and study termination, placebo and human challenge studies, data management, and informed consent. These challenges are linked to two crucial factors: first, actors in the DACH research ecosystem lacked a sound knowledge base to assess the risks and benefits of research during the COVID-19 pandemic. Second, researchers in the DACH region faced pressure from policymakers, funders, and the public to generate relevant, timely, and consistent findings to mitigate the impacts of the COVID-19 pandemic. In addition, this review highlights best practices to mitigate the effects of future crises on research ethics and integrity, including enhanced cooperation among actors, continuous ethics assessments, and support for public scientific literacy.

We examined the use of person- and identity-first language (PFL, IFL) in scholarly writing about autism by reviewing 12,962 journal abstracts from 11 autism research journals (mostly covering the years 2001-2022). We found a preference for PFL (64.68%) over IFL (15.83%) when considering aggregated, within-journal breakdowns (with abstracts using both representing 19.50%). However, when examining language use longitudinally, we observed a general trend toward increasing use of IFL after years of stable trends showing predominant use of PFL. These trends were not consistent across all reviewed journals, as some journals demonstrated preference for either PFL or IFL across all observed years. Notably, we highlight the "Journal of Autism and Developmental Disorders" as a special case that offers a 51-year perspective (1971-2022); here, IFL was predominant until the 1990s, when PFL became a stable majority, and in the late 2010s, IFL started to increase. Journal differences in aggregate breakdowns and longitudinal trends are discussed in line with recent policy changes, journal submission guidelines, and shifting perspectives in autism research. Implications for writing about autistic individuals and the role that language plays within the broader autism research scholarly community are discussed.

Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of school-based autism research participants (e.g. educators, students), given schools are the most common setting in which autistic youth receive services in the United States (US). Data across 14 years of research, for eight school-based studies in the US, showed that while most teachers identified as non-Hispanic White, over half of the youth sampled identified as being of a racial/ethnic minoritized background. Findings provide insights into who is being served in school-based autism research and how school partnerships may increase diversity among autism research participants and offer a means of reducing existing barriers. Researchers should continue to utilize schools to reach diverse populations and consider how demographic characteristics of school staff affect EBP effectiveness. Researchers should continue to better understand the impact of the EBP, provider, and setting on outcomes.

Augmentative and alternative communication (AAC) refers to methods and tools that facilitate communication for individuals with limited functional speech. This study aims to present and analyse the research status of AAC interventions for children with special needs in mainland China using a bibliometric analysis approach. The researcher conducted a literature search in the China National Knowledge Infrastructure (CNKI) database to identify relevant studies. Based on the literature search, 80 articles met the inclusion criteria. The research literature spans from 2007 to 2022, with a notable increase in publications after 2015. The majority of studies focus on children with autism, while other disabilities, such as intellectual disabilities and cerebral palsy, receive less attention. AAC interventions primarily utilize low-technology communication aids, with limited use of high-technology tools. Research on AAC interventions for children with special needs in mainland China has grown recently. However, it still falls short of meeting the potential demand to promote the application and development of AAC. More diverse research is needed, including various disabilities and higher-technology AAC tools. The effectiveness of AAC in impacting users and their communication partners will increase their quality of life and social interactions.

In this article, we explore the question of how membership, hierarchy, rules, monitoring, and sanctions are used at German professorships to organize research. Using these five criteria of an organization from Ahrne and Brunsson (Organization, 18(1):83-104, 2011) as a theoretical pattern, we shed light on the meso-level of universities in the German higher education system--the professorship. It is at this level that the collaborative production of research is organized. We show which organizational mechanisms are necessary for this joint production process, how the practical implementation and interpretation of rules as an organizational process take place at the professorships, as well as various negotiations and sanctions. In the German higher education system, professors are the superiors of their academic staff. The professor decides on the hiring and renewal of employees and is the supervisor of doctoral candidates, who in the German higher education system are mostly employed as research assistants. To illustrate the characteristics of the criteria, we draw on empirical material from mixed-methods research, which made it possible to contrast and substantiate the special features of professorships in Germany from different perspectives and data.

Purpose: This study describes participant diversity in Williams syndrome (WS) intervention studies. Methods: A literature search was conducted to identify prospective treatment studies including participants with WS. Data was extracted on the reporting of and information provided on age, sex, cognitive ability, socioeconomic status, race, and ethnicity. Results: Eleven eligible articles were identified. Reporting rates of demographic factors varied considerably, with the highest rates for age and sex (100%) and the lowest reporting rates for race (18%) and ethnicity (9%). Combining demographic data from the two studies that reported on race and/or ethnicity (n = 33), 88% of participants were White. The combined participant mean age was 20.9 years. Conclusion: There is a low frequency of reporting on several demographic factors including socioeconomic status, race, and ethnicity in WS intervention studies. There is a need for increased representation of racial and ethnic minority groups, older participants, and more cognitively impaired patients in WS research.

The turn to 'evidence-based education' in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes "field" and "laboratory" experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers' extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of 'interleaving'. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and 'extra-lab' interleaving studies, it suggests that an alternative extrapolation--creating laboratory effects in the classroom--has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.

Using 9277 records from the 2020 China Graduate Student Satisfaction Survey, we examined the relationship between STEM Ph.D. students' research training and their subsequent career interests. Based on the student involvement theory and social cognitive career theory, four dimensions of research training (quantitative involvement, qualitative involvement, and the advisors' instrumental and psychosocial mentoring) and a linking mechanism between research productivity and self-efficacy (a belief in one's ability to perform particular behaviors or courses of action) were identified. Using the number of participating research projects, research roles, advisor--student communication time, and advisors' psychosocial support as proxies for these dimensions, we found that quantitative involvement, non-peripheral qualitative involvement, and advisors' psychosocial mentoring are positively associated with students' subsequent interest in research-oriented careers, indicating that research training is significantly associated with future career interests. The mechanism linking research training and career interests includes the path via research productivity and self-efficacy, but it does not apply to all research roles. The associations between quantitative involvement and career interests, and between advisors' psychosocial support and career interests also show such mediation effect among students with nonresearch-oriented motivation, suggesting that they need explicit signals and direct psychosocial support to reshape their career outcome expectations.

Approximately 4.4 million articles downloaded by Chinese researchers were identified based on downloads of 28 million articles from September 1, 2015, to February 29, 2016 posted on the Internet by J. Bohannon and A. Elbakyan. They were distributed by publishers of scientific periodicals and cities in comparison with article downloads by Russian researchers. Strongly skewed distributions of these downloads were obtained towards the leading cities and publishers. It is shown that the largest downloads of articles are observed in cities concentrated in the Central, Eastern and Southern provinces of China, as well as in the capital, central and eastern regions of Russia. At the same time, downloading of articles by scientists from the first three cities of China was 1.9 times higher than such downloading for the first three cities of Russia. It is shown that for both countries, the largest number of downloads of articles by their scientists falls on journals published by Elsevier, Springer, American Chemical Society and Wiley Blackwell. At the same time, the downloading of articles by Chinese scientists from the journals of the first three publishing houses was 2.8 times higher than the downloading of articles by Russian scientists from the journals of the same publishers. In conclusion, clustering of publications based on discussions around Sci-Hub has been done Sci-Hub, obtained as a result of a search through Google Scholar and Semantic Scholar. Six clusters of publications were identified, of which the largest were clusters of publications on the legitimacy, ethics, accessibility and countermeasures of Sci-Hub activity. Methods for implementing publishing and library measures to neutralize the activities of scientific piracy are proposed. The first measure was related to the dumping price for the sale of electronic copies of articles by publishers, and the second was related to the creation of an online platform for interlibrary loan of research articles.

This scoping review fills the gap on key characteristics of interventions and trainings for direct support workforce (DSW) of adults across disabilities and aging adults. We included quantitative and qualitative studies examining the impact of interventions in home and community-based settings in the United States or internationally and published in English since 1990. We initially identified 2,551 titles and completed final data extraction on 65 articles. Most of the studies were quantitative. The interventions reviewed were diverse, including Active support, Positive Behavior Support, and DSW stress reduction. We concluded that there is a need to conduct high-quality research focused on DSW well-being and their feeling of being valued to inform the field on how to best select and retain them.

Studies investigating autistic community research priorities indicate a mismatch between what autism research focuses on and what autistic people want to see researched. Furthermore, there has not been a research priority-setting exercise specifically with autistic people in Scotland, where there are unique cultural, political and social contexts. Using a community-based participatory design, we aimed to identify the research priorities of autistic adults living in Scotland. Autistic and non-autistic researchers designed and conducted a survey where 225 autistic adults rated and ranked research topics in order of importance and provided qualitative feedback on issues and questions important to them. The top five research priorities were mental health/well-being, identification and diagnosis of autistic people, support services, knowledge and attitudes towards autistic people and issues impacting autistic women. There were differences in priorities according to different intersections of identity, and qualitative responses indicated a desire for research to focus on support and understanding. The bottom three priorities concerned genetics, treatments and interventions and causes. These findings emphasise the need to address the gap between what autism research focuses on and the everyday lives of autistic people.

Many important questions in health professions education require datasets that are built from several sources, in some cases using data collected for a different purpose. In building and maintaining these datasets, project leaders will need to make decisions about the data. While such decisions are often construed as technical, there are several normative concerns, such as who should have access, how the data will be used, how products resulting from the data will be shared, and how to ensure privacy of the individuals the data is about is respected, etc. Establishing a framework for data governance can help project leaders in avoiding problems, related to such matters, that could limit what can be learned from the data or that might put the project (or future projects) at risk. In this paper, we highlight several normative challenges to be addressed when determining a data governance framework. Drawing from lessons in global health, we illustrate three kinds of normative challenges for projects that rely on data from multiple sources or involved partnerships across institutions or jurisdictions: (1) legal and regulatory requirements, (2) consent, and (3) equitable sharing and fair distribution.

Unnoticed by most, some technology corporations have changed their terms of service to allow user data to be transferred to clouds and even to be used to train artificial intelligence systems. As a result of these developments, remote data collection may in many cases become impossible to be conducted anonymously. Researchers need to react by reconsidering their mode of data collection, raising awareness, and expanding informed consent to ensure information sovereignty. Considerations for data sharing are discussed.

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors--education/research, practice, and policy/regulation--that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

Purpose: Along with other industries, healthcare is becoming increasingly digitized. Our study explores how the field of academic medicine is preparing for this digital future. Method: Active strategic plans available in English were collected from faculties of medicine in Canada (n = 14), departments in medical schools (n = 17), academic health science centres (n = 23) and associated research institutes (n = 5). In total, 59 strategic plans were subjected to a practice-oriented form of document analysis, informed by the concept of sociotechnical imaginaries. Results: On the one hand, digital health is discursively treated as a continuation of the academic medicine vision, with expansions of physician competencies and of research institutes contributions. These imaginaries do not necessarily disrupt the field of academic medicine as currently configured. On the other hand, there is a vision of digital health pursuing a robust sociotechnical future with transformative implications for how care is conducted, what forms of knowledge are prioritized, how patients and patienthood will be understood, and how data work will be distributed. This imaginary may destabilize existing distributions of knowledge and power. Conclusions: Looking through the lens of sociotechnical imaginaries, this study illuminates strategic plans as framing desirable futures, directing attention towards specific ways of understanding problems of healthcare, and mobilizing the resources to knit together social and technical systems in ways that bring these visions to fruition. There are bound to be tensions as these sociotechnical imaginaries are translated into material realities. Many of those tensions and their attempted resolutions will have direct implications for the expectations of health professional graduates, the nature of clinical learning environments, and future relationships with patients. Sociology of digital health and science and technology studies can provide useful insights to guide leaders in academic medicine shaping these digital futures.

Currently there is a severe lack of research on autism and Indigenous people in Canada. This scoping review explores this literature gap and assesses the same literature from an Indigenous perspective. Scoping reviews are an effective means to explore the literature in a specific area, in this case, autism and Indigenous people in Canada. We explored existing literature as it pertains to Indigenous populations and autism in Canada. To support this review, the Indigenous Quality Assessment Tool (QAT) was adapted to appraise the quality of literature. In total, there were a total of 212 articles identified of which 24 met the inclusion criteria: (1) some focus on autism, (2) a component specific to Indigenous people, and (3) specific to Canada. Of the 24 articles and reports, 15 were peer-reviewed and the rest considered grey literature. Most articles focused on program delivery with some literature using primary data (quantitative and/or qualitative). Overall, the quality of the research was appraised as poor, as determined by the QAT. Findings reaffirm the critical need for research that addresses autism in Indigenous communities within Canada and show the importance of having research done in full partnership with, or led by, Indigenous people.

An increasing culture of performativity has led to changes in the organizational landscape of academic institutions. While the impact of these changes on outputs is well documented, their impact on academics' strategic research agendas is still an emerging topic. This study expands upon previous research on this issue and focuses on comparing these dynamics across all fields of science using a global sample of academics. We found that most of the relationships between organizational features and research agendas were mostly consistent across disciplines, with variations mainly in the strength rather than the direction of effects. The perceived access to resources, autonomy, and collegiality was the key driver in promoting ambitious, collaborative, discovery-driven, and multidisciplinary agendas. Furthermore, our findings suggest a concerning trend in research institutions: academics that are more willing to stay in their institutions and are more aligned with its demands are less inclined to pursue trailblazing agendas. Although most of these effects were universal, some field-specific dynamics are also discussed, notably in what concerns the so-called "hard" sciences. This study highlights the importance of promoting a collegial environment with a high degree of autonomy to foster discovery-driven research and underscores the potential risks of the "publish or perish" culture prevalent in academia.

This investigation explores gender differences in faculty research productivity in Chinese research-oriented universities. Based on human capital theory and a work-family conflict research framework, this investigation identifies potential variables that influence faculty research productivity. These variables include academic experience, family responsibility, and work-family conflict. Drawing on a representative sample of faculty at the early academic career stage (N = 1013) from China's research universities, this investigation finds a significant gender gap in faculty research productivity. Male faculty have significantly higher research productivity than female faculty. Compared to family-related variables, academic experience-related variables such as research time investment, hosting of national-level research projects, and research collaboration within and outside of a university can positively predict research productivity. Work-family conflict negatively influences faculty research productivity and plays a mediating role in the effects of academic experience variables on research productivity. The findings of this investigation advocate for gender equality policies in Chinese research universities in aid of female faculty. This investigation offers recommendations from the perspective of both female faculty and academic institutions.

The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians 'to understand their responsibilities as global citizens'. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher uptake of global citizenship education, we searched for and mapped open-access GCE materials to create a systematic, research-based resource catalogue for teachers and students. We employed a scoping study to examine each resource's alignments with Australian Curricula and global GCE frameworks and identified the areas where there is insufficient resourcing. Results showed that most resources were targeted to primary and secondary school students. More materials are needed for early childhood education as well as materials that engage learners of all ages to en/act on their understanding of what global citizenship entails.

Although executive functions (EFs) have been identified as a cornerstone of cognitive development, knowledge of this fundamental ability in children is based primarily on research with North American and Western European samples of middle to high socioeconomic status (SES). In this article, we highlight advances in research on developmental EFs from Latin American regions, an understudied area that provides a unique context important to understanding EFs. Our narrative review suggests the potential for both universality (e.g., increasing cohesion and longitudinal stability among EFs' task performance, general positive associations with age, and other social and cognitive abilities) and cultural specificity in EF development (i.e., contributions of SES, educational environments, parenting styles, and cultural values). It is important to consider the development of EFs outside of typically examined samples--and specifically within Latin American countries--to understand more thoroughly these abilities and to generate interventions that consider cultural context.

Teacher turnover presents a significant challenge in education. Despite recognizing the importance of examining turnover intention to address this issue, exploring the interplay between multiple job demands and turnover intention is lacking within the framework of the job demands-resources theory. To fill this gap, the present study theoretically examined the relationship among personal resources (career adaptability), job burnout, turnover intention, and various job demands (teaching-research and work-family conflicts). Data were collected through an online survey of 875 Chinese university teachers, and the conceptual model was estimated using maximum likelihood estimation. The results revealed that work-family and teaching-research conflicts directly predict teachers' turnover intentions and that job burnout mediates between multiple job demands and turnover intentions. Furthermore, career adaptability moderates the mediating role of burnout. These findings offer innovative ideas for mitigating and preventing faculty turnover intentions.