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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.

Educational research plays a crucial role in the advancement of knowledge in the teaching profession. In fact, raising the quality standards in education necessitates teachers' engagement in different levels and dimensions of research. To this end, improving teachers' research literacy is an essential first step, which also entails assessing the current state of teachers' research literacy using reliable and valid instruments. The present study provides a comprehensive review of the available instruments for assessing teachers' research literacy, along with a description of the characteristics of the reviewed instruments. It also presents a review of the results of using these instruments in measuring the research literacy of various populations. Based on the findings, teachers' research literacy is below the expected average level, reflecting the need for a change in policies and planning to improve it. Moreover, the results of this scoping review indicated that the instruments developed for measuring research literacy reflected the expectations of just the instructional context in which they have been developed and may not reflect the full dimensions of research literacy. Furthermore, the developed instruments each came with its own strengths and weaknesses in assessing teachers' research skills. Therefore, it is suggested that research literacy instruments be selected based on the research skills expected from teachers in their institutional contexts and with full awareness of their limitations. To enhance the strengths and minimize the weaknesses, it is suggested that different sections from the current research literacy assessment instruments be combined selectively to assess teachers' research abilities.

COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.

This study aims to examine the formal integration of scientific research within teacher preparation programs at universities in Kazakhstan, aiming to enhance the research capacity of pre-service teachers. It introduces a research-based learning (RBL) model for delivering research components in postgraduate programs, tailored to address individual research interests through defined modules and directed research projects. The study's objective is to examine the effectiveness of implementing the RBL model in building pre-service teachers' research capacity. Using a quasiexperimental pretest-posttest design, the study employs a questionnaire survey to evaluate participants' self-perceived research skills and knowledge before and after the intervention, assessing the development of their research capability dimensions. Expert assessment is utilized to examine research performance and writing skills among pre-service teachers. The study involved students from language teacher education departments, specifically 120 postgraduate (master's level) students from K. Zhubanov Aktobe Regional University and Baishev University in Aktobe, Kazakhstan. The research findings highlight the effectiveness of the RBL model in training preservice teachers across various stages of the research process. This includes formulating research questions, reviewing literature, planning research activities, clarifying methodologies, conducting investigations, analyzing data, and presenting results. The study shows that the RBL model enhances students' understanding of research, their ability to plan and design research projects, knowledge of research methodology, data analysis skills, research writing abilities, and capabilities in publishing and presenting research. These findings offer valuable insights for university instructors and suggest avenues for further investigation. The study also examines potential implications for how teacher education research is conducted and how programs are designed.

This study aims to examine the effects of the "Unlocking Research & Innovative Capability" program for university teachers. A total of 80 teachers from the Abai Kazakh National Pedagogical University were enrolled. All participants were divided into groups based on their age and teaching experience. Data were collected via surveys. The proposed program was found to have different effects across groups. Young university teachers (28 to 35 years; teaching experience, 3 to 5 years) exhibited improvement in all research and innovative capability variables, ranging from 0.84 in Interdisciplinary Cooperation to 2.63 in Innovative Teaching. The same is true for early middle-aged university teachers (36 to 45 years; teaching experience, 5 to 10 years) who showed improvement ranging from 1.52 in Interdisciplinary Cooperation to 3.00 in Integration of Technology. Older middle-aged university teachers (46 to 55 years; teaching experience, 10 to 20 years) exhibited improvement in their Innovative Teaching, Research Practice, and Integration of Technology; yet, it did not exceed 1.85 points. Older university teachers (older than 56 years; teaching experience, 20 years) demonstrated minimal improvement in all dimensions. This study was conducted as part of governmental research on "Managing the Development of Research & Innovative Capability in the Research University Staff under the Participatory Management Model" launched by the RK Ministry of Education and Science (Project number: AR14872123). The study emphasizes the importance of empowering university teachers as key drivers of research, knowledge generation, and innovative teaching. The present findings can be used to cultivate a culture of innovation and research in academic institutions.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

This study investigates the effectiveness of Open Education Resources (OER) and research-based learning. A quantitative analysis was conducted on students enrolled in Macroeconomic courses at a City University of New York (CUNY) community college in Spring 2018 and Spring 2019. Prior studies have shown the positive effects of conducting research in natural sciences. Yet, there is a lot to be inquired about regarding the impact of researchbased learning on social sciences and the use of OER materials as a cheaper and more equitable alternative to commercial textbooks. Additionally, this study evaluates the academic effectiveness of research-based learning through assessment scores through a new indicator, the growth mindset profile. Findings should be used to assess critically research-based learning applications incorporated with OER materials and open pedagogy, as well as to consider the duration, wide application throughout the program rather than isolated courses, and design of course assignments and research projects to engage students actively and effectively.

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.

Biology teachers' attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these biology teachers' attitudes towards conducting scientific investigations. The result is that they conduct the minimum number of investigations with their learners, or don't conduct them at all. Professional, in-service training workshops allow biology teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop affected biology teachers' attitudes by measuring the ABC attitude model's affective, cognitive and behavioural components. Likert-type, five-point scale items were used for the 20 pre-surveys and the same for the 20 post-surveys that were completed and collected for analysis. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations amongst biology teachers. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed biology teachers' confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this workshop caused a significant improvement in teachers' intended behaviours in implementing scientific investigations in the science classrooms, as they gained valuable knowledge and skills regarding the science apparatus and the use thereof in conducting scientific investigations.

This paper reports the findings from a pre- and post-survey of participants and interviews with a small number of course members. A three-day course of training in qualitative research methods was delivered to a cohort of inexperienced researchers, all of whom were working in the field of special educational needs and disability, in Kolkata, India. The study examines the effectiveness of the training, taking into account the teaching methods used and the structure of the workshop. The findings suggest that emerging researchers prefer a hands-on workshop approach to more traditional lecture delivery of research training. The levels of support provided by tutors and the interaction with practical activities using bespoke resources found favour with participants. Following the training workshop, members expressed greater confidence in their ability to use qualitative research methods and understood the relation of this approach to quantitative studies. Some who completed the course have begun to conduct independent research investigations using the methods taught.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

This study aimed to gather middle school students' opinions on the utilization of cryptologic methods in education. Using a case study approach, data were collected through a semi-structured interview form developed with expert input. The focus was on the effects of integrating cryptologic methods within the Information Technologies and Software course. The study involved approximately 105 middle school students. Data analysis revealed that students generally viewed cryptologic methods positively, highlighting benefits such as enhanced long-term and rapid learning, improved problem-solving skills, and increased interest and motivation through diverse teaching techniques. However, some students reported difficulties in learning cryptologic methods and a lack of interest. The findings suggest that engaging, sustainable, and rapid learning captures students' attention and enhances their focus. Integrating cryptologic methods into the curriculum holds significant potential for developing 21st-century skills, including critical thinking, research, and problem-solving abilities, enabling students to connect clues and formulate solutions. The further integration of cryptologic methods promises to foster enjoyable and enduring cognitive gains in students' learning activities.

Despite an overall decline in post-secondary school enrollment in the United States, online programs are growing, fueled by increased accessibility and technology. Online graduate education affords flexibility and convenience for graduate students, as many cannot attend oncampus classes due to external obligations. However, some factors that attract graduate online learners, such as ease and convenience, also prevent them from completing their degree programs. Research demonstrates that online graduate students face risks to success from multiple factors, including the need for more preparation. The purpose of this mixed-methods study was to examine perceptions of graduate faculty related to the preparedness of graduate students and investigate what mechanisms graduate faculty utilize to support graduate students' success. Data were collected via Likert scale and open-ended response prompts from 23 online graduate course faculty participants. Descriptive statistics provided the mean values for participants' perceptions, while inductive coding and principles of grounded theory identified themes across responses. Findings suggest that faculty perceive relatively little change in the level of preparedness among graduate online students compared to past students. However, skills such as writing and research are areas where students need additional support, cataloging a range of utilized approaches to provide that support. In closing, assessment is needed for support to determine effectiveness and impact of approaches to bolster student ability to complete graduate programs successfully.

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire's (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties' research competence and develop their scholarly writing capacity.

Shortage of highly-skilled STEM workers, lack of critical technical skills, and persistence of underrepresentation are key problems for our nation's future. The Arkansas Summer Research Institute (ASRI) incorporates novel approaches to broaden participation in STEM, research, and data analytics, especially among URM students (over 50% of ASRI participants). The ASRI has evolved from in-person to a virtual model that includes innovations in organization, engagement technologies, personalization, gamification, mentoring, and networking. Students conduct independent research projects and present their findings. Student confidence in coding, research, statistics, and visualization skills improved significantly (p<0.001) during this two-week summer program. Furthermore, the use of continuous communication, ongoing help, extremely low student-to-mentor ratios, and one-on-one coaching led to excellent overall satisfaction scores on a 5-point scale, which were surprisingly higher in a virtual environment (N = 148, M = 4.73, SD = 0.53) than an in-person one (N = 133, M = 4.11, SD = 0.87, p < 0.001). The ASRI has trained over 300 students and involved over 130 STEM professors and professionals from across Arkansas in the pursuit of equitable and productive training and can serve as a model for other groups seeking to develop similar programs in the future.

This study examined and compared the effects of two types of online peer assessment, namely, "free selection and invitation" (FS&I) assessment and the commonly implemented "assigned-pair" (AP) assessment, on undergraduates' research competencies, flow, motivation, and interaction, supported by the Cloud Classroom online learning system. Ninety-three undergraduates from a research methods course participated in this study. They were randomly divided into two groups: an FS&I group and an AP group. The two groups experienced exactly the same teaching conditions except for different online peer assessment types. The study was conducted over one semester (16 weeks). Both quantitative and qualitative methods were used to examine the effects of the two types of online peer assessment. Regarding research competencies that were represented by conceptual knowledge and research proposal, this study found that the FS&I and AP groups showed no significant difference in conceptual knowledge score, and that the FS&I group performed significantly better in the quality of research proposals than the AP group. The FS&I group also manifested higher levels of flow and motivation than the AP group. Additionally, social network analysis (SNA) revealed that the FS&I group exhibited more interactions and closer connections with peers than the AP group. These results suggest that FS&I online peer assessment is an effective scaffolding that can improve undergraduates' research competencies, learning engagement and willingness to interact. The implications of this study are also discussed.

When searching for scholarly documents, researchers often stick with the same familiar handful of databases. Yet, just beyond these limited horizons lie dozens of alternatives with which they could search more effectively, whether for quick lookups or thorough searches in systematic reviews or meta-analyses. Searchsmart.org is a free website that guides researchers to particularly suitable search options for their particular disciplines, offering a wide array of resources, including search engines, aggregators, journal platforms, repositories, clinical trials databases, bibliographic databases, and digital libraries. Search Smart currently evaluates the coverage and functionality of more than a hundred leading scholarly databases, including most major multidisciplinary databases and many that are discipline-specific. Search Smart's primary use cases involve database-selection decisions as part of systematic reviews, meta-analyses, or bibliometric analyses. Researchers can use up to 583 criteria to filter and sort recommendations of databases and the interfaces through which they can be accessed for user-friendliness, search rigor, or relevance. With specific pre-defined filter settings, researchers can quickly identify particularly suitable databases for Boolean keyword searching and forward or backward citation searching. Overall, Search Smart's recommendations help researchers to discover knowledge more effectively and efficiently by selecting the more suitable databases for their tasks.

This study explores the sense of efficacy, perceptions of benefits, and concerns among high school students participating in an AP Research course during the 2021-2022 academic year. The investigation includes an evaluation of students' satisfaction with course materials and delivery. Data, gathered through surveys and individual essays, underwent analysis to assess improvements in students' research efficacy and overall satisfaction. The findings reveal that, despite encountering challenges, most students demonstrated notable improvement and expressed satisfaction with the course's pedagogical approach. Identified benefits include enhanced critical thinking, improved research skills, and increased confidence in conducting independent research projects. This study contributes to a comprehensive understanding of the effectiveness and impact of the AP Research program on student learning and engagement. To build on these insights, further research is recommended to explore best practices for optimizing student experiences and outcomes in AP Research.

In this article we propose a taxonomy describing various types of literature review or theoretical/conceptual articles. We distinguish each article type based on how well they address the "summary" and "advocacy" arguments inherent in all secondary scholarship. Understanding this taxonomy of review/theory scholarship is critical because our field encompasses theory, research, and design, and thus needs to be expansive in our understanding of scholarship, including secondary research. Some scholars conduct comprehensive/systematic reviews that answer the summary question of "what we" know. Meanwhile, other scholars develop conceptual frameworks that guide our future design and research by answering the advocacy question of "what we should do." Many do not understand the differences between these different types of review scholarship, their roles, and the process and quality criteria for writing them. This limits our ability to teach students, review the variety of review and theory scholarship submitted to our journals, and propel our field forward. The taxonomy, scholarship process, and quality criteria presented in this article proposes a way forward in understanding the role of secondary scholarship in developing knowledge in our field.

The purpose of this study was to examine master's students' attitudes toward research in music education. Participants (N = 140) were students enrolled in master's programs in music education in the United States who completed an online questionnaire. Participants reported generally positive attitudes toward research in music education, although there was a notable amount of variability. No significant differences in research attitudes were found among participants enrolled in academic year, online, and summer degree programs. However, participants who indicated future plans for doctoral study reported significantly more positive research attitudes than those who did not plan to pursue doctoral study. Responses to open-ended questions indicated ways that participants believed their master's program improved their skills and knowledge regarding both teaching and research. These results provide descriptive data that illustrate how music educators view research and integrate it into their teaching.

Background: "Psychological literacy" is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are "unique" to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects (N= 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.

Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool.

Background: During the COVID-19 pandemic, restricted access to in-person facilities and traditional experiential learning activities meant that new, online solutions were needed to facilitate student learning/development across the disciplines of Allied Health and Engineering. Purpose: This article describes research conducted as part of an interdisciplinary Dietetic/Electronic Engineering project to evaluate student experiences of online problem-based learning (PBL) activities in addressing this necessity. Methodology/Approach: The authors implemented a specific, health technology-based assignment using an online PBL approach to evaluate and develop the effectiveness of this approach for students' experiential learning. Surveys and observations were used to evaluate the project effectiveness. Findings/Conclusions: Participating students reported on their experiences of working in interdisciplinary teams, focusing on aspects such as knowledge gained, collaboration, perspective, facilitation and experiential learning. Students identified enhanced learning and research skills as some key benefits. Drawbacks identified included difficulties associated with the online environment, such as synchronisation and remoteness. Implications: The use of interdisciplinary assignments highlights the many advantages/benefits which experiential pedagogies have in supporting students to integrate and apply their knowledge to a real-world problem space. The ability to connect student engagement and motivation to the development of critical thinking skills appears to enhance problem-solving in the student work.

Transfer of learning is an important goal of English for Academic Purposes (EAP) education where multilingual students learn knowledge and skills of academic literacy to use in other contexts of writing. Despite the importance of learning transfer in EAP, it does not often take place without mindful teaching for transfer. EAP teachers should make active efforts to help students shape the habit of transfer thinking and experience successful transfer while taking EAP courses. This action research aims at promoting learning transfer by designing and implementing pedagogical tools guided by the notion of "high road transfer": (a) transfer guideline, (b) transfer feedback, (c) transfer journals, and (d) transfer imagination activity. The teaching for transfer innovation lasted over the 16-week semester in the target course where multilingual students, who use English as a second/foreign language, learned skills (e.g., how to design PowerPoint slides using different modes of communication, critical reading, source-use skills, synthesizing, finding sources, revising, editing, and reference style) and knowledge of writing (e.g., multimodality and rhetorical situation). Each pedagogical tool was implemented in the classroom so that students maintain their awareness of the importance of learning transfer while taking the target course. Overall, the teaching for the transfer project had positive impacts on articulating what students learn from the target course, leading to actual transfer of learning to other contexts of writing. Future pedagogical directions for promoting learning transfer in EAP are discussed.

This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program's inclusivity. The SSRP also positively influenced students' postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program's sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP's effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.

This paper shares the results of semi-structured interviews with 30 community college librarians who have instruction duties. The interviews explored these librarians' perceptions of students' information literacy (IL) strengths and weaknesses as well as their views of students' self-perceptions. Participants believe that students are confident in their ability to find information and are proficient in using technology to find information. Participants consider students' overconfidence to be an IL weakness along with: not understanding the research process; being overwhelmed by information; and, in some cases, having poor reading comprehension skills. Views are mixed as to whether students' IL skills vary based on their program of study.

The assessment of competencies is aimed to help teachers in demonstrating the key behaviors and to discuss the strengths and improvements to guide them in enhancing their professional development. This descriptive study aims to assess the functional and research competencies that can determine faculty members' knowledge and skills. The authors used a faculty training needs survey form adapted from Ulrich and Dash (2013) which included a 5-level checklist and a 5-point Likert scale regarding the competencies acquired by the faculty members and was made through Google Forms. Thirty-five (35) faculty members of St. Dominic College of Asia from different schools in the Higher Education Department have responded to the faculty training needs survey. Based on the findings, most of the teachers have manifested the functional and research competencies required for their teaching and practice, although their functional competencies have majorly reached either on the first or second levels. Meanwhile, the research competencies have respective ratings of 4.20, 4.21, and 4.41 in scientific research competencies, project and team management skills, and personal aptitudes, which make a positive impact to the teachers. It was also revealed that instructional material development was extended up to the fifth level, wherein teachers even sought feedback from their students, peers, and administrators through observation, conservation, or written evaluations in developing and evaluating resources that can be taught in a certain course, which is a good indication of their engagement towards individuals. The study suggested that faculty members must continue their development through attending research seminars and conference trainings that may be applicable to their specific fields. Future researchers should conduct a correlation study regarding the functional and research competencies, as well as a qualitative approach for the opinions on the effectiveness of these competencies.

This qualitative case study contributed to the existing body of knowledge by examining the empowering effect of faculty mentorship on the research skill development of MAEd students. The professor-mentorship provided to MAEd students played a vital role in developing their research skills. Throughout the research process, professor-mentors guided and supported students, enhancing their abilities in selecting research topics, conducting literature reviews, designing methodologies, and analyzing data. The mentorship improved methodological rigor and fostered critical thinking, analytical skills, and a deeper comprehension of the research process. Feedback and support from mentors were instrumental in refining students' research proposals, writing, and presentations. Professor-mentors encouraged students to share their research findings through conferences and publications, providing valuable growth opportunities. This exposure boosted students' research skills and bolstered their confidence as researchers. Overall, professor mentors' mentorship significantly shaped the research skills and career paths of MAEd students, instilling a passion for evidence-based practices in education and preparing them for future research endeavors.

Sourcing and intertextual integration skills are critical to the development of young students' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.

Background: Introducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology. Objectives: The present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context. Methods: The study utilized a mixed-method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self-report questionnaire, self-study log, and semi-structured interviews. Results and conclusions: Quantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought-stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self-regulation strategies, and trust in AI.

With the increase in master's degree enrollment in China, ensuring the realization of value-added research skills of master's degree students with limited educational resources has become an urgent problem. We developed hypotheses and tested the mediating effect of academic passion (AP) in the role of training environment satisfaction (TES) on research skill increment (RSI) and the moderating role of academic self-efficacy (ASE) using the perspective of Research Training Environment Theory (RTE). We used a structured questionnaire to collect responses from 911 master's students from universities in central China, including 458 males (50.27%) and 453 females (49.73%), and 66.41% of the subjects were between the ages of 23 and 26. Our findings indicate that TES significantly impacts RSI and can influence RSI via a partially mediated effect of AP. In addition, we determined the moderating effect of ASE between the effects of the three variables. Based on RTE theory, we introduced the concept of value-add assessment and combined the two to realize the expansion of RTE theory. This study has implications for administrators and individuals in graduate education. It can help administrators make changes to the management model or methods of graduate education, as well as provide some inspiration for developing and improving master's students' research skills.

During the COVID-19 pandemic, undergraduate research experiences were deeply impacted--either canceled or pivoted to a range of remote experiences. In Summer 2020 and Spring 2021, we designed two rounds of remote programming aimed to build students' life science research skills and provide opportunities for mentoring and networking. Building skills, resumes, and connections in our students -- many of whom are first-generation college students and/or from historically marginalized communities -- are key to retention in the STEM "leaky pipeline." We created 33 online events including R workshops, journal clubs, and career panels featuring 25 alumni. Participants received a certificate of completion for their resumes and a letter of recommendation, which could be used to apply for future research experiences. Our program was non-selective, flexible, and accessible to all students, while being low-cost to our institution, allowing us to accommodate a sizeable number of students (87 total). This program serves a different purpose than summer internship programs, which are impactful and intensive experiences, but are highly selective and limited in capacity. Through this work, we gained insight into key features of this virtual programming, which could be adapted by other institutions seeking to design programming to prepare students to future undergraduate research experiences.

The supervision of master's students at the dissertation stage of their taught programme is generally considered to be one of the privileges of an academic in higher education (Bacwayo, Nampala and Oteyo, 2017). Of concern to those who are less experienced or new to the supervisory role is knowing the best way to effectively support their supervisees, particularly at the write-up stage. This opinion piece focuses its attention on the 'discussion', an important chapter which typically provokes 'fear, uncertainty and doubt' (Mewburn, 2016) in the minds of taught master's students as they wrestle with its construction. I argue that supervisors can alleviate some of their supervisees' anxieties by introducing them to the SCE model -- Support, Challenge and Extend -- which I have developed and have shared with taught master's students in England for a number of years. Designed to purposefully target key chapter content, I aim to show readers how this simple yet useful model effectively encourages taught master's students to establish and knit connections between their review of literature chapter and findings chapter, 'comparing and contrasting the study results with those of other relevant studies' (Bavdekar, 2015, p.40) with reasoning. Extracts from taught master's dissertations (from the academic discipline of education) are offered by way of illustrating the value of the SCE model for supervisors to help their students avoid making common mistakes in their writing, thus generating a stimulating discussion about what is known (literature) and what is now known (findings) in the supervisee's chosen area of study. The applicability of the SCE model to dissertations at all levels of higher education study is also recognised.

Robert M. Rowan imagines if writing instructors created a tool or method for the writing classroom that helps focus each student's mind on the experience by inviting students to slow down so they can explain, critique, and analyze their work before it is reviewed by their instructors. When the instructors respond, they can have a more fully engaged conversation about the total production of the document instead of simply dictating edits and corrections. This method can also preserve a record of the student's gradually changing perception of their own writing and research. In this article, he will explain the instrument he designed to encourage students to focus their reflection on specific learning outcomes or writing and research skills. Next, he will review the theories that contributed to this instrument's development, examine its compatibility with other pedagogical tools, and offer advice for creating and integrating a student's own version. He concludes with a consideration of benefits, advanced options, and a parting reminder of the motivation with which the instrument is best used.

Despite significant recent changes to the doctoral training environment, particularly provision of employability skills during candidature, there is a paucity of research investigating best practice in this area. This paper describes a case study in how various pedagogical theories, curriculum co-creation, lifelong learner, adult learning, cognitive load, spiral learning, reflective practice, and community of practice theories, were applied at an Australian university to develop and implement a Graduate Certificate aimed at increasing work readiness by delivering research and employability skills training to PhD candidates. Outlined are the rationale, student interest and theoretical basis underpinning this program, and its integrated suite of work-integrated learning (WIL) activities. Comparison against an emerging framework for high quality WIL demonstrated key alignments between the program and the quality WIL framework. These alignments highlight important considerations for comprehensive training of PhD candidates, together with recommendations for future research into WIL and employability training for PhD candidates.

This study focuses on the perceived gap between the required and actual level of digital research skills (DRS) of students entering tertiary science education. By combining existing frameworks for research skills and digital literacy skills, a guiding framework of DRS was constructed. The DRS framework incorporates seven categories and is evaluated using an exploratory qualitative study employing semi-structured interviews with university teachers (N = 15). The level of DRS at the start of university science education and university teachers' perceptions of first-year students' level of DRS have been investigated. The results show that the skills of writing a research paper using digital tools, using proper resources, and analysing, transforming, and visualising data were generally found to be wanting.

The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as "Kindergarten to grade 12", is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teachers-subjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

While doctoral leadership programs have widely adopted Improvement Science (IS) as a signature pedagogy, few studies have examined how to best equip doctoral students with the knowledge and research skills they need to utilize IS in practice. More specifically, research is needed to determine the most effective and meaningful pedagogy for preparing doctoral students to understand, analyze, and apply statistical theory and quantitative research designs in coursework and as part of the IS Dissertation in Practice. This essay focuses on the systematic, iterative, and reflective approach of one faculty member to develop and refine a Doctor of Education program's primary applied quantitative methods course to help students across three cohorts develop the theoretical and practical knowledge and skills they need to lead change.

Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students' academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students' knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.

This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any discipline. Data were gathered nationwide in Turkey from 1301 researchers including graduate students and academics. Exploratory factor analysis revealed a 28-item C-RSES with six factors, namely Literature Review and Research Problem, Discussion, Data Analysis, Research Plan, Research Ethics, and Conceptual/Theoretical Framework. Confirmatory factor analysis supported the proposed factor structure. Factorial invariance of the C-RSES across males and females was shown. Cronbach's alpha reliabilities for the subscales ranged from 0.85 to 0.94, which indicates high internal consistency for the scores obtained from the scale. Additionally, using multivariate analysis of variance, researchers with and without a Ph.D. were compared regarding their research self-efficacy aspects. The findings of the study provided evidence for the validity and reliability of the C-RSES. It is suggested that C-RSES is promising to measure the research self-efficacy of graduate students and academics.

A predicted rapid growth in science, technology, engineering, and math (STEM) careers demands a vast and talented workforce, but students most commonly abandon STEM majors within the first 2 years of college. Performance in introductory courses, scientific literacy, and the ability to critically reason are main predictors of retention in STEM, highlighting the importance of precollege and early college experience. The Life Science Research Immersion Program (LSRIP) is a novel science education model that focuses on the development of scientific research skills, thus preparing students for introductory college courses and beyond. To evaluate the efficacy of the LSRIP, pre- and postprogram assessments and surveys were administered to three precollege student cohorts. Scientific reasoning assessment scores improved by 4.70% in Summer 2019 (P < 0.01), 9.44% in Fall 2019 (P < 0.05), and 0.97% in Winter 2020 cohorts, with two of five questions showing statistically significant improvement. Surveyed attitudes toward science improved in 62.9% of questions across all cohorts. These results suggest that research immersion experiences are an effective educational instrument for improving and promoting scientific reasoning and attitudes among precollege students. To better prepare students for success in STEM higher education and careers, we recommend implementing LSRIPs to complement traditional precollege science curricula.

This study aimed to investigating the impact of project-based learning strategy on action research skills of Jordanian basic school students in light of some variables while teaching the unite of "Water". Semi-experimental design was used on a sample of 9th grade female students distributed in experimental group of (40) and a control group of (40), an action research skills scale was applied (pre-post). The results showed that there were statistically significant differences between the two means of the post-measurement of action research skills in favor of the experimental group with effect size of (30.20%) indicated by the value of the squared eta ([eta-squared]). And significant differences between the means of action research skills attributed to the level of achievement with size effect of (%7.80) in favor of high and medium achievers. Also, there are no statistically significant differences between the means of the post-measurement of action research skills due to the variables (future streaming trends, the interaction between the teaching method and the level of achievement, and the interaction between the teaching method and future streaming trends). It's recommended to activating project-based learning strategy in teaching different science curricula, and examine same variables in different grades levels.

Learners from different generations have enrolled and graduated from educational institutions for many decades, but educators have been using the same strategies despite what generation they teach in their classrooms. A new generation of students has occupied today's classrooms who are called 'Generation Z' or Gen Z for short, and they are colloquially called 'Zoomers'. They have unique characteristics and expectations, and they were raised with technology. They are digitally connected all the time, and it is necessary to check the quality of education given to them. Educational quality is a crucial topic worldwide and it is the need of the hour to discuss the quality of educators. To a large extent, teachers are considered the key factor in determining, and improving the quality of our educational systems. Presently, our teachers are expected to provide a quality hybrid delivery of teaching that best fits Gen Z learners. In the present century, teachers face greater challenges than ever before. The augmented skills of educators with modern, innovative, and creative strategies are the most in demand in this digital world. As new skills and technologies take over all the fields, educators also need to up-skill and re-skill themselves. This white paper discusses the augmented skills of the educators who teach Generation Z and the future generations to come.

This study examined the role of science identity in a two-year upper-division research training program that prepares diverse undergraduate students for a research career. Using the annual year-end student evaluation data, we examined whether science identity is a predictor or an outcome of learning that enhances career preparation in biomedical research. Results showed that science identity is a predictor of learning in our trainees. In general, students with stronger science identity at the end of Year 2 reported having acquired more research skills and experiences through the program. This finding demonstrates that science identity makes learning research skills meaningful and purposeful. Preliminary analyses also showed that the levels of science identity did not differ between Years 1 and 2. In fact, science identity approached the maximum possible scores in both years. These findings imply that the training program could have succeeded in bolstering participants' science identity early by the end of the first year. Our findings do not rule out the possibility that science identity is both a predictor and an outcome of learning, depending on the specific contexts of learning as well as learners' specific developmental phases. Further studies are needed to systematically test these and other possibilities.

The objectives of the study were to (1) analyze the components and indicators for enhancing classroom research competencies of student teachers, (2) study the needs of developing classroom research competencies of the student teachers, (3) to create a model for enhancing research competencies in the classroom, (4) apply the form of a model for enhancing research competencies in the classroom of student teachers and (5) evaluate the model for enhancing research competencies in the classroom. The sample group consisted of student teachers, mentors, and experts. The instruments used in the research were: (1) a questionnaire on current conditions and desirable conditions for developing research competencies in the classroom, (2) a questionnaire on the components and indicators of research competencies in the classroom of the student teachers, (3) an assessment form for appropriateness and possibility of the model, (4) research knowledge test, (5) assessment form for research practice, (6) research mind test and (7) assessment form for opinions towards the use of the model. Statistics used in data analysis were percentage, mean, standard deviation, and data analysis by Priority Needs Index Modified (PNI[subscript modified]) and Exploratory Factor Analysis (EFA). The results of the study were as follows: (1) Components and indicators of research competencies in the classroom of student teachers were classified into 3 components and 71 indicators as follows: Component 1: Cognitive, there were 24 indicators, the eigenvalue was 4.69; Component 2: Research practice, there were 30 indicators, the eigenvalue was 45.13; Component 3: research mind, there were 17 indicators, the eigenvalue was 1.91; (2) The results of the assessment of the needs of research competencies in the classroom of the student teachers by Priority Needs Index Modified (PNI[subscript modified]) revealed that the most needed competencies were cognitive (0.179), followed by research practice skills (0.178) and research mind (0.127), respectively; (3) The model for enhancing research competencies in the classroom of student teachers was conducted with the research practice of student teachers. There were 5 steps to develop according to the established method: self-awareness, motivation, intimation, learning, and evaluation; (4) The results of the experimental model of enhancing research competencies in the classroom of the student teachers revealed that they had a good understanding at 76.30%, and the overall classroom research practice was at a high level ([X-bar] = 3.99, S.D. = 0.589), and the overall research mind was at a high level ([X-bar] = 4.15, S.D. = 0.863); and (5) The evaluation results of the model for enhancing research competencies in the classroom of the student teachers, overall were at a high level ([X-bar] = 4.28, S.D. = 0.663).