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The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were "novice" or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.

The purpose of this exploratory, mixed-methods study was to investigate the relationship between nontraditional undergraduate students' curiosity and their experiences researching a topic. The author collected and analyzed survey data and annotated bibliography rubric scores from 59 students at a private, liberal arts university and conducted in-depth interviews to gather a fuller picture of the students' curiosity. Based on the study's findings, librarians and professors should create opportunities for students to select research topics to which they have a personal connection while intentionally offering supportive feedback to students as they refine their topics to reduce anxiety and frustration.

Recent reforms in Swiss higher education transformed vocational training institutions with a teaching mission into universities of applied sciences and universities of teacher education that should balance research and teaching activities of individual lecturers following the Humboldtian model. Drawing on the concept of ambidexterity, we aim to examine the current outcome of the reforms in terms of the structural conditions for research and the research competence of lecturers at the two new types of universities. By means of a document analysis, we first assess how the shift manifests itself in institutional mission statements. We then analyze recent survey data (N=2454) regarding the lecturers' perceptions of the structural conditions for research and their research competence. While our findings suggest that the new higher education sector has formally adopted the Humboldtian model, notable differences between the two types of universities can be observed in the extent to which the new policy imperatives have influenced the mission statements. Furthermore, we find a certain degree of mismatch between the organizational ambidexterity required by the Humboldtian model, the structural conditions for research encountered by lecturers, and the individual research competence. A number of conceptual and policy implications are drawn.

Self-management of long-term conditions requires health professionals to understand and develop capabilities that empower the population they serve. A rapid evidence review was undertaken to assess the current evidence based on the psychometric properties of patient empowerment tools. MEDLINE was searched, and data were extracted for each publication and scored using a modified Psychometric and Pragmatic Evidence Rating Scale (PAPERS) evidence rating scale. The results were grouped into the following domains: (a) health literacy; (b) patient activation; (c) long-term conditions; (d) self-management needs and behaviors. A full-text review of 65 publications led to the inclusion of 29 primary studies. The highest scoring tools were selected with respect to performance for each domain: (a) Newest Vital Sign and the Brief Health Literacy Screen; (b) Consumer Health Activation Index and PAM-13; (c) LTCQ and LTCQ8; and (d) SEMCD and Patient Enablement Instrument. PAPERS was a useful tool in determining the generalizability, validity, and reliability of these patient empowerment tools. However, further research is required to establish whether an individual's health literacy status influences patient empowerment tool outcomes. [ABSTRACT FROM AUTHOR]

Background: Hypertensive disorders of pregnancy (HDP) are a major cause of maternal morbidity and mortality, and their association with increased cardiovascular disease (CVD) risk represents a major public health concern. However, assessing CVD risk in women with a history of these conditions presents unique challenges, especially when studies are carried out using routinely collected data. Objectives: To summarise and describe key challenges related to the design and conduct of administrative studies assessing CVD risk in women with a history of HDP and provide concrete recommendations for addressing them in future research. Methods: This is a methodological guidance paper. Results: Several conceptual and methodological factors related to the data‐generating mechanism and study conceptualisation, design/data management and analysis, as well as the interpretation and reporting of study findings should be considered and addressed when designing and carrying out administrative studies on this topic. Researchers should develop an a priori conceptual framework within which the research question is articulated, important study variables are identified and their interrelationships are carefully considered. Conclusions: To advance our understanding of CVD risk in women with a history of HDP, future studies should carefully consider and address the conceptual and methodological considerations outlined in this guidance paper. In highlighting these challenges, and providing specific recommendations for how to address them, our goal is to improve the quality of research carried out on this topic. [ABSTRACT FROM AUTHOR]

Aims: To discuss the construction and use of vignettes as a novel approach in spiritual care research and education. Design: Methods paper. Methods: In this methods paper, the authors introduce the use of vignettes in spiritual care research and provide insight into the construction of vignettes. The vignette presented was part of a study of neurosurgical nurses' attitudes and responses to the spiritual needs of neuro-oncology patients. The development process, consisting of four steps, is explained in this paper. Results: Using a vignette to explore nurses' attitudes towards spiritual care is an innovative way to understand what behaviours nurses consider appropriate in situations where the patient is seeking meaning and connection. Transparent description of the development process is crucial to ensure reproducibility. Conclusion: The use of theoretically constructed and validated vignettes in spiritual care research is new. Vignettes used in surveys have the potential to elicit nurses' responses to patients' search for meaning and connectedness. Implications: In order to investigate nurses' attitudes and behaviours towards patients' spiritual needs, carefully constructed and validated vignettes are valuable research tools. Impact: Vignettes have proven to be a valuable research tool in the social and health sciences. So far, their use as a survey instrument in spiritual care research has not been investigated. Therefore, this method paper introduces vignettes as a novel approach to spiritual care research. Our findings contribute to the further development of vignettes in nursing science, as there are similarities with case development and simulation training in nursing education. Reporting Method: Reporting guideline is not applicable. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

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

This paper outlines the development of a new Indigenous research methodology: Indigenous Literature Re-view Methodology (ILRM). In the rejection of the idea that Western, dominant forms of research 'about' Indigenous peoples are most valid, ILRM was developed with aims to research in ways that give greater emphasis to Indigenous voices and knowledges, foregrounding Indigenous ways of being, doing and knowing. The advantages of ILRM include identifying themes as 'relevant' as opposed to 'common'. This method is based on relatedness, which is framed by Aboriginal ontology, axiology and epistemology, or ways of being, ways of doing and ways of knowing. Describing and employing ILRM to re-view Indigenous Australian boarding school literature, it was found there is a modest but robust body of research that has emerged in the past 20 years. Sixty-six written sources (i.e. journal articles, reports, theses and books) which were published in 2000 onwards and focussed on a topic of contemporary Indigenous boarding schooling were analysed. Sources that included a chapter or section on boarding as part of a publication focussed on other topics were not included in this re-view. Seven major themes emerged, including home, student experience, transitions, access, staff, health and evaluation. This paper focusses on the development and use of ILRM as an Indigenous methodology for researchers in Indigenous fields of study.

Prior researches have highlighted challenges and variations arising from the requirements of research ethics committees and ethics governance systems across diverse research fields. This emphasizes the need to investigate how universities convey and implement research ethical practices. Research ethics plays a pivotal role in guiding the integration of ethical principles throughout all stages of research starting from its inception and planning to its completion and the dissemination of results. These practices encompass a range of considerations, reviews, guidelines, and processes aimed at safeguarding the rights, dignity, health, safety, and privacy of research participants. Using the content analysis technique, this paper aims to analyse research ethical practices information on universities' websites from "three developed countries and developing countries respectively using the isomorphism conception." The findings suggest that the coercive, normative, and mimetic isomorphic pressures explain the research ethics governance practices. The ethical practices information was disclosed more on university websites of the developed countries. Suggestions to improve the university's research ethics governance system for the post-COVID-19 era were provided in the paper.

Background Research theses can have a significant impact on the development of applied sciences, especially when their results are published. Objective This study aims to determine publication rate of papers extracted from the medical residency and master’s degree theses of Guilan University of Medical Sciences (GUMS) during 2008-2018. Methods This is a descriptive cross-sectional study. The data were collected from the medical residency and master’s degree theses of GUMS from 2008 to 2018. Then, they were searched in international and national databases according to the title, keywords, and names of supervisors, advisors, and students. Results Of 774 theses, 449 (58 %) papers had been extracted and published in journals indexed by ISI/ PubMed (41.2%), Scopus (11.8%), BIOSIS, Chemical Abstract, and Embase (0.44%) and others (46.56%). Most of them (98.66%) were original research. Moreover, in 383(85.3%) of the theses, there was no statistician or data advisor. The median time from defending theses to the publication of a paper from them was two years. Conclusion The publication of papers extracted from the theses of GUMS has increased, and more than 50% of them have been published in journals indexed by ISI, PubMed, and Scopus. However, the factors associated with the publication of papers need to be surveyed. [ABSTRACT FROM AUTHOR]

As the United States' population grows via migration and immigration, with this rise in diverse identities, there has been increasing concern regarding disparities for undocumented immigrants living in the U.S. with limited access to the health system. Given the various constraints involving communication and social structures that undocumented immigrants face, a culture-centered approach is drawn on to investigating how this group goes about navigating a dominant health system given their restricted access. I explore co-constructed themes that emerged through conversations with undocumented immigrants, (people without papers as I call them in this work) living in the United States to gain an understanding as to the structural and cultural limitations faced by this group. By doing qualitative semi-structured interviews with local participants living in the South Florida region, I describe the various features of a complex U.S. health system that undocumented immigrants (people without papers) deemed as important obstacles that limit their willingness to interact with official medical spaces. This work draws on narratives and accounts to shed light on the intersection of disparities this group has to overcome in order to consider entering a medical space to receive the treatment they might need. The findings of this article highlighted the structural violence that certain subaltern groups, such as people without papers experience due to their limited access to foundational systems in their environment. [ABSTRACT FROM AUTHOR]

The article provides a guide on writing original research papers, emphasizing the importance of adhering to international guidelines and journal-specific instructions for successful publication. It also discusses the preparation of research papers from early study phases, the use of guidelines such as CONSORT and STROBE for different research types, and the need for clear, concise scientific language.

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

Aims: To discuss how Husserl's descriptive phenomenology, as a philosophy and approach, has been used and reported in researching the experiences of others, using the topic of foreign‐trained nurses. Design: Discussion paper. Data sources A systematic search of MEDLINE (PubMed), CINAHL, SCOPUS, British Nursing Database and PsycInfo was carried out in December 2021. The inclusion criteria were peer‐reviewed phenomenological research articles, grounded by Husserl's philosophy, conducted among foreign‐trained nurses and published in English from 2000 to 2021. Findings Two main themes were the outcome of critically reviewing relevant selected literature, 'referring to the original philosophy is not enough' and 'phenomenological findings need to be phenomenological'. These findings confirm some arguments about nurse researchers' discrepant use of phenomenology in their studies, including the proper application of phenomenological notions on the ground. Implication for Nursing: Nurse researchers need to clearly distinguish between phenomenology and other qualitative research approaches and consider the uniqueness of philosophical underpinnings that are essential in Husserl's phenomenology, which also need to be clearly applied and reflected in their studies. Conclusion: There are continually existing discrepancies and variations in using phenomenology by nurse researchers. These variations were uniquely evident when nurse researchers could not provide enough philosophical grounds and assumptions to their studies and underestimated the need to keep up with the various applications of Husserl's phenomenological notions, including the proper practice of phenomenological attitude. Therefore, it is recommended that nurse researchers should opt for different, less complex qualitative approaches if they do not adequately prepare and understand what constitutes phenomenology and the particulars of Husserl's philosophy. Impact What problem did the study address? Phenomenology remains popular in nursing. However, it can confuse nurse researchers and may result in an improper understanding of its core concepts. The use of phenomenology in nursing has been criticized over the years with nurse researchers being accused of conducting phenomenological research inconsistent with the original philosophy. What were the main findings? Using phenomenology by nurse researchers is various and includes some discrepancies. This variation is caused by not complying with essential philosophical grounds and underestimating proper applications of Husserl's phenomenological notions. Where and on whom will the research have impact? Outcomes of this paper illustrate examples of proper and improper uses of Husserl's phenomenology in nursing research, including critical considerations, which can guide nurse researchers aiming to conduct descriptive phenomenological research. Additionally, nurse lecturers can utilize this paper to show and emphasize the importance of philosophical grounds in phenomenology. No Patient or Public Contribution: Due to the nature of this discussion paper addressing philosophical and methodological aspects using examples from the literature, no direct patient or public contribution was required. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to determine the validity and reliability of the electronic Compassion Competence Scale (e-CCS). Methods: A cross-sectional, randomized, two-period crossover design was used. Nursing students from four South Korean universities were surveyed between June 2017 and April 2018. The participants were randomly assigned to one of three groups-paper/paper, electronic/electronic, and paper/electronic or electronic/paper-and a test-retest procedure was implemented. The reliability and validity of the e-CCS were evaluated using linear weighted kappa coefficients and intraclass correlation coefficients (ICCs). Internal consistency reliability was verified using linear weighted kappa coefficients and ICCs. Pearson's correlation coefficients between the initial test and retest scores were all statistically significant. Results: The newly developed e-CCS was found to have good reliability and validity. We suggest that future research should increase sample heterogeneity by recruiting diverse age groups, nurses working in different nursing fields, and students from multiple colleges. Conclusion: This electronic instrument will help determine the differences in the level of compassion competence and devise interventions to improve compassion competence in nurses and nursing students. Further studies on enhancing compassion competence among nurses and nursing students may rely on the use of this electronic format. [ABSTRACT FROM AUTHOR]

This paper presents a model of recurrent multinomial sequences. Though there exists a quite considerable literature on modeling autocorrelation in numerical data and sequences of categorical outcomes, there is currently no systematic method of modeling patterns of recurrence in categorical sequences. This paper develops a means of discovering recurrent patterns by employing a more restrictive Markov assumption. The resulting model, which I call the recurrent multinomial model, provides a parsimonious representation of recurrent sequences, enabling the investigation of recurrences on longer time scales than existing models. The utility of recurrent multinomial models is demonstrated by applying them to the case of conversational turn-taking in meetings of the Federal Open Market Committee (FOMC). Analyses are effectively able to discover norms around turn-reclaiming, participation, and suppression and to evaluate how these norms vary throughout the course of the meeting.

Background: The Integrated Palliative Care Outcome Scale (IPOS) validly and reliably measures symptoms and concerns of those receiving palliative care. Aim: To determine the equivalence of the paper version with an electronic version of the IPOS (eIPOS). Design: Multicentre randomised crossover trial (NCT03879668) with a within-subject comparison of the two modes (washout period 30 min). Setting/Participants: Convenience sample of specialist inpatient and palliative home care patients aged over 18 years with cancer and non-cancer conditions was recruited. Scores were compared using intraclass correlation coefficients (ICC), Bland-Altman plots and via a mixed-effects analysis of variance. Results: Fifty patients were randomised to complete paper-electronic (n = 24) and electronic-paper (n = 26) IPOS with median age 69 years (range 24–95), 56% male, 16% non-cancer. The ICCs showed very high concordance for the total score (ICC 0.99, 95% CI 0.98–1.00), lowest ICCs being observed for symptoms 'Appetite loss' and 'Drowsiness' (ICC 0.95, 95% CI 0.92–0.97). Nine of seventeen items had ICCs above 0.98, as did all subscales. No statistically significant mode, order, age, and interaction effects were observed for IPOS total score and subscales, except for 'Communication' (Fmode = 5.9, p = 0.019). Fifty-eight percent preferred the electronic version. In the group 75+ years, 53% preferred the paper version. Only three entries in the free-text main problems differed between the versions. Conclusion: The very high equivalence in scores and free text between the IPOS and the eIPOS demonstrates that eIPOS is feasible and reliable in an older palliative population. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to outline the initial pilot use of the client complexity matrix (CCM), an outcome measure developed for an NHS Adult Intellectual Disabilities Intensive Support Team (IST) in the West Midlands of England. Design/methodology/approach: A mixed method approach was used to report the results and evaluate the use of the CCM within this IST. The CCM was trialled for six months between January 2022 and June 2022. CCM scores pre and post IST intervention were analysed via t-test, and qualitative feedback from clinicians is detailed. Findings: Analysis suggests the CCM captures service success showing a significant decrease in complexity and risk post-intervention. Qualitative comments from clinicians were generally positive; however, there were requested changes regarding specific presentations, use of labels/language and for a digital version. Research limitations/implications: The tool is not co-constructed with the client. Because of this IST's caseload, the sample size was small. Only one clinician was asked to complete the CCM pre and post intervention. Future use of the measure will encourage two clinicians to complete the measure to evidence its inter-rater reliability. Each client's specific presentation was not explicitly analysed here. Practical implications: The CCM will be updated using the feedback from clinicians and from the peer review process. Research that examines the generalisability of this measure to other IST services would be beneficial. Originality/value: The CCM appears to fill a gap in outcome measurements for this IST service which looks at breadth and depth of client complexity and risk. [ABSTRACT FROM AUTHOR]

During the coronavirus pandemic, changes in the way science is done and shared occurred, which motivates meta‐research to help understand science communication in crises and improve its effectiveness. The objective is to study how many Spanish scientific papers on COVID‐19 published during 2020 share their research data. Qualitative and descriptive study applying nine attributes: (a) availability, (b) accessibility, (c) format, (d) licensing, (e) linkage, (f) funding, (g) editorial policy, (h) content, and (i) statistics. We analyzed 1,340 papers, 1,173 (87.5%) did not have research data. A total of 12.5% share their research data of which 2.1% share their data in repositories, 5% share their data through a simple request, 0.2% do not have permission to share their data, and 5.2% share their data as supplementary material. There is a small percentage that shares their research data; however, it demonstrates the researchers' poor knowledge on how to properly share their research data and their lack of knowledge on what is research data. [ABSTRACT FROM AUTHOR]

This paper describes the results of an archival desk-study that analyzed worksheets produced by four students using ChatGPT as a coach. ChatGPT is a Generative Pre-Trained Large Language model that can write comprehensively in various languages and styles. It was discovered that it could pass university level physics exams and perform at the level of a third-year medical student. Fourth-year students in Information Technology are required to produce a 3000-to-5000-word research report as part of the requirements for graduation, and their first meeting of the year consists of a workshop following the GROW (Goal, Reality, Opportunities, Will) coaching process. Logistical considerations in this predominantly e-learning based course prevented such teamwork. The two-month-old ChatGPT, however, presented an opportunity to determine the extent to which a chatbot could be used as a peer coach. This paper reports on the outcome of an exercise that was given to students as an introduction to their research methodology course. It was found that well-designed prompts were essential and that students should be encouraged to reflect on their interaction with artificial intelligence. Three clear issues emerged from the study: the quality of feedback given by the chatbot, the value of the prompt, and the importance of student reflection. The chatbot, ChatGPT, displays the traditional computer characteristic of garbage in, garbage out and gives the feedback it is programmed to give. The dialogue shows how a student can build up mutual rapport with the chatbot when they adapt their responses to the feedback provided. The critical reflection in shows that it is still the user who should oversee the process and evaluate the feedback. It is recommended that novice research students be given some training in reacting to feedback, developing useful prompts, and engaging in meaningful reflection. Future research would include developing a reflective coach.

The purpose of this paper is to identify key characteristics and forms that both research approaches use within the applied field of education. In this paper, we ask--how are CPAR and IS-GR similar and different? And, can tools or propositions from each be used in tandem within a research project? We invite readers to consider useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds (fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks they choose to take up to address pressing problems of practice in education.

Purpose: This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jürgen Habermas. Design/Approach/Methods: This literature review, guided by Habermas's three human interests, illustrates the characteristics of three different approaches to the inquiry into teacher identity. Findings: This paper summarizes three approaches to researching teacher identity and their characteristics, namely the technical approach, the practical approach, and the critical approach. The implications for future research and teacher development are also discussed. Originality/Value: By incorporating Habermas's three human interests into teacher identity inquiries, this article offers a theoretical narrative review of the approaches to investigating teacher identity. Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.

Although experimental evaluations have been labeled the "gold standard" of evidence for policy (U.S. Department of Education, 2003), evaluations without an analysis of costs are not sufficient for policymaking (Monk, 1995; Ross et al., 2007). Funding organizations now require cost-effectiveness data in most evaluations of effects. Yet, there is little guidance on how to integrate research on costs into efficacy or effectiveness evaluations. As a result, research proposals and papers are disjointed in the treatment of costs, implementation, and effects, and studies often miss opportunities to integrate what is learned from the cost component into what is learned about effectiveness. To address this issue, this paper uses common evaluation frameworks to provide guidance for integrating research on costs into the design of field experiments building on the ingredients method (Levin et al., 2018). The goal is to improve study design, resulting in more cohesive, efficient, and higher-quality evaluations.

In this conceptual paper I discuss some ethical complexities in conducting classroom practitioner research on the psychology of language learning and I analyse the potential role of intuition in handling these complexities. I begin by developing the ethical argument for taking a "person-focused" rather than "systems-based" approach to researching the psychology of language learning in the classroom. I make the case that practitioner research lends itself particularly well to a strongly person-focused orientation to exploring psychological perspectives in the classroom, since it is typically motivated by a desire to bring about positive change or enhance the quality of classroom life within a specific teaching and learning community. In the core part of the paper, I focus on the role of intuition in the decision-making processes that practitioner researchers undertake as teachers and researchers. In particular, I discuss some potential ethical complexities in how they navigate their dual roles in the classroom and manage their evolving relational work with students, and I consider the contributions and pitfalls of intuition in handling these ethical complexities. Drawing on the work of Guillemin and Gilham (2004), I argue that both intuitive and reflexive forms of thinking are essential to good ethical practice and decision-making when teachers research their own classrooms.

Practitioner researchers have much to gain from using stimulated recall, a powerful data collection method whereby structured observations are followed by introspectively focused interviews. The close insider positions that practitioner researchers maintain, however, mean that they are liable to very powerful intuitions. Working under the assumption that intuition can benefit inquiry if it is appropriately managed, this paper offers a theoretical exploration of intuition in practitioner-led stimulated recall studies. In the first section of the paper, a review of extant literature reveals that the expertise of practitioner researchers lends credence to the quality of their intuitions. In the second section of the paper, reflective examples from the authors' own projects illustrate the strengths that intuition can bring to stimulated recall inquiry. Finally, in the third section of the paper, discussions of the dangers of intuition highlight the very real issues that practitioner researchers face when negotiating intuitive thoughts. Two important solutions are presented in the paper: the employment of reflection to appropriately interrogate intuition, and the formulation of sound research principles upon which intuitions can positively emerge. We end the paper by offering our own contribution, the practitioner researcher intuition in stimulated recall model, a tool to support reflection upon emerging intuitions in stimulated recall research.

To what extent is the destiny of a scientific paper shaped by the cocitation network in which it is involved? What are the social contexts that can explain these structuring? Using bibliometric data, interviews with researchers, and social network analysis, this article proposes a typology based on egocentric cocitation networks that displays a quadruple structuring (before and after publication): polarization, clusterization, atomization, and attrition. It shows that the academic capital of the authors and the intellectual resources of their research are key factors of these destinies, as are the social relations between the authors concerned. The circumstances of the publishing are also correlated with the structuring of the egocentric cocitation networks, showing how socially embedded they are. Finally, the article discusses the contribution of these original networks to the analyze of scientific production and its dynamics. [ABSTRACT FROM AUTHOR]

Research Objectives: Definition of regular editors and their types. And knowing what is required to protest it. And to highlight the strength of its authority in the Saudi system and Islamic jurisprudence. Research Methodology: I adopted the pairing approach between the original and comparative approaches, by extrapolating the largest possible number of research sources and their advanced and late references. And the obligation to present issues in the Saudi system, then in Islamic jurisprudence, and then compare them. When dealing with controversial issues, the subject of dispute is edited, then the sayings are presented in proportion to their utterers according to the chronological order of the four schools of thought with their evidence, then the weighting and its reason. The most prominent results: The Saudi system is very much in agreement with what is stated in Islamic jurisprudence. Moreover, the editors are a systematic term that corresponds to the papers written in Islamic jurisprudence. The Saudi system of ordinary papers that are not prepared for proof and whose authenticity is confirmed are proven authentic before the competent authorities with conditions. [ABSTRACT FROM AUTHOR]

Appropriate paper-based technology (APT) is used to provide postural support for children with cerebral palsy (CP) in low-resourced settings. This pilot study aimed to evaluate the impact of APT on the children's and families' lives. A convenience sample of children with CP and their families participated. Inclusion was based on the Gross Motor Function Classification System levels IV and V. APT seating or standing frames were provided for six months. A mixed methods impact of APT devices on the children and families included the Family Impact Assistive Technology Scale for Adaptive Seating (FIATS-AS); the Child Engagement in Daily Life (CEDL) questionnaire; and a qualitative assessment from diary/log and semi-structured interviews. Ten children (median 3 years, range 9 months to 7 years). Baseline to follow-up median (IQR) FIATS-AS were: 22.7 (9.3) and 30.3 (10.2), respectively (p=.002). Similarly mean (SD) CEDL scores for "frequency" changed from 30.5 (13.2) to 42.08 (5.96) (p=.021) and children's enjoyment scores from 2.23 (0.93) to 2.91 (0.79) (p=.019). CEDL questionnaire for self-care was not discriminatory; seven families scored zero at both baseline and 6 months. Qualitative interviews revealed three key findings; that APT improved functional ability, involvement/interaction in daily-life situations, and a reduced family burden of care. APT devices used in Kenyan children with non-ambulant CP had a meaningful positive effect on both the children's and their families' lives. Assistive devices are often unobtainable for children with cerebral palsy (CP) in low-income countries. APT is a low cost and sustainable solution to make seating and standing devices for disabled children in Kenya. The regular use of a postural support device enhanced the children's motor skills, ability to function and participate in everyday activities, reduced the burden of care for the families and promoted the children's social interaction. The postural support devices were highly valued and utilised by the children and families in this study. [ABSTRACT FROM AUTHOR]

Exercise addiction has been investigated for almost half a decade in well over 1000 published papers. Studies adopt different terminologies like exercise addiction, overexercise, exercise dependence, compulsive exercise, obligatory exercise, and the like to refer to the same concept while creating conceptual confusion and rendering cross-study comparability challenging. The paradox is that fewer than ten research articles cover cases of clinical significance, yielding an extremely high ratio of publications to problematic cases. While there is evidence that significantly more clinically attention-meriting cases might exist, they surface in clinical practice rather than research settings. It is also peculiar that scholars search for a common path or shared etiology for exercise addiction, while each case, like those in substance use disorder, is unique, as also predicted by clinical models. Furthermore, the survey method uses scales yielding risk scores without diagnostic value. Most research in this direction, therefore, seems to be futile. Thus, it is not surprising that more than 10 years ago, the panel editing the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) found insufficient evidence for exercise addiction being a mental dysfunction. As a result, exercise addiction has no clinical diagnostic criteria. This position paper aims to identify conceptual and methodological research barriers that hinder progress in this field, ultimately calling for a paradigm shift toward more productive research. In conclusion, the position of this paper is that most currently used research methodologies on exercise addiction are unsatisfactory and, consequently, a paradigm shift is urgently needed. [ABSTRACT FROM AUTHOR]

In this article, we review the ways in which replication has been and could be featured in consumer behavior, using Journal of Consumer Research as a specific setting. We present a framework for thinking about the generalizability of research findings and differentiate various potential benefits that replication can have for understanding variability in consumer research findings. We then define four different types of replications, describe how researchers can use these approaches to produce distinct benefits, and give guidance regarding conducting, interpreting, and the potential contributions of these different types of replications. We conclude with a discussion of various ways in which replication could be more fully integrated into different phases of the scientific research process, taking into account the contribution necessary for publication. In particular, we identify opportunities to incorporate independent replication into original papers, to increase the replication-based contribution in papers that build on prior work, and to use systematic replication in conjunction with meta-analysis to synthesize and confirm conclusions from a mature research literature. More fully integrating replication into scientific practice can yield a new equilibrium, in which replication is routine, typically consistent with previous results, and recognized as necessary for establishing an empirical generalization. [ABSTRACT FROM AUTHOR]

This paper discusses the conception of a joint intercultural students' research program of one German and two Kyrgyzstani teachers and students from the Otto-von-Guericke University of Magdeburg (Germany) and the American University of Central Asia (Bishkek, Kyrgyzstan). The paper conceptualizes such a research training program and gives reference to qualitative methods teaching in the two corresponding universities. What follows is a description of the chosen research topic: "The 'Intersections' of Gender, Family, and Society in Kyrgyzstan" and the course program. With different academic cultures concerning research ethics in the Anglo-Saxon and continental European contexts, a challenge for such a program will be addressed. A short review of the research results of the different students' teams is provided, and the paper is finalized with a self-reflection upon such a joint intercultural undertaking.

This paper began with the assumption that the habitual practices of knowledge-creation, which have shaped the day-to-day contexts of teachers and researchers, are not greatly different from the practices that have led to human-made catastrophes in the Anthropocene. I pondered over my experiences as a researcher in an attempt to gain insights for thinking about and engaging in knowledge-creation differently to become more response-able in the Anthropocene. Inspired by post-qualitative research practice, I re-turned, like an earthworm, (to) two research events. A theoretical framework informed by critical posthumanism and feminist new materialism guided the process. Through these re-turns, I came to understand that creating knowledge is a complex and indeterminate process that always accompanies the 'more-than'. Attending to the notion of knowledge-ing, I discussed the ways in which knowledge emerged as a flow that was neither fully graspable nor static through more-than-human intra-actions. What I propose in this paper is not a methodological technique, but rather, a mode of practice that might disrupt our sense of Cartesian self. I offered some suggestions for teachers and researchers to reimagine the practices of knowledge-creation as a way of reinventing their subjectivity and responding to the damaged earth more responsibly.

This paper analyses emergent issues from four conceptualisers of FEResearchmeet. FEResearchmeet claims to be a free and democratic model for building and supporting engagement with research, led by practitioners. The narratives presented seek to document and analyse FEResearchmeet as a movement across the first three years since its inception (2017-2020). After setting out the context and methodology of the work, narrative one explores how a reaction against New Public Management (NPM) sparked an event and how this grew into a movement of collaborating individuals seeking to reposition their voices and knowledge. The second narrative looked at how an early 'meet' was used to challenge norms and barriers to research by creating safe spaces for the development of expertise. Narrative three journeys through the early months of COVID-19 to explore how capacity building through collaboration allows sector workers to value their voices. These narratives lead to a critique of the epistemological changes these experiences have developed and have the potential to develop in the future. The paper concludes by arguing that FEResearchmeet was a reaction against NPM by agentic practitioners who used collaboration and capacity building as tools to create new pools of knowledge in an attempt to change this position.

This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a "lens of awareness," as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a "lens of awareness" to communicate the component parts of a study that examined preschool children's understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher's versus the participant's experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research.

Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974-2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 -- education) to mature the field.

Within the Caribbean, the number of students pursuing postgraduate studies in higher education institutions (HEIs) has increased over the years. Consequently, locally contextualised epistemologies and empowering methods are needed to help adult learners in Caribbean higher education (HE) navigate their studies. This paper presents findings from a photovoice study undertaken with postgraduate adult learners at an HEI in Jamaica. Participants used photographs, written reflections and group discussions to explore their HE journey. Given the intervening nature of the pandemic in the immediate period after the study was conceptualised and participants engaged, this paper focuses on the ways in which photovoice offered participants opportunities to make meaning of their HE journey. Findings demonstrate that the use of photovoice was transformative in how it empowered participants through the opportunity to engage in self-discovery and discuss their thoughts and emotions, facilitated peer support, and how it enabled adult learners to forge resilience as they undertook their studies.

This paper argues for three aspects of tolerance with respect to QCA research: tolerance with respect to different approaches to QCA; producing QCA research with tolerance (work that is resistant to criticism); and for QCA researchers to be clear about the tolerance of the solutions they present -- especially in terms of calibration and truth table construction. Giving examples that are based on macrocomparative research, the paper organises its structure around how this approach would apply in terms of QCA research design, calibration, analysis, and interpretation, presenting the dilemmas that can result at each stage, along with the choices they require of researchers. It concludes by advocating for greater acceptance of different approaches to QCA ('perspectivalism') but also being clear about what researchers using it should expect from one another in producing high-quality research.

Managing and analysing large qualitative datasets pose a particular challenge for researchers seeking a consistent and rigorous approach to qualitative data analysis. This paper describes and demonstrates the development and adoption of a matrix tool to guide the qualitative data analysis of a large sample (N = 122) of interview data. The paper articulates the theoretical and conceptual underpinnings of the matrix analysis tool and how it was developed and applied in a longitudinal mixed methods out-of-home-care research study. Specific illustrations and examples of data integration and data analysis are provided to demonstrate the benefits and potentials of constructing matrix tools to guide research teams when working with large qualitative data sets alone or in combination with quantitative data sets.

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root.

A recent paper proposed an alternative weighting scheme when performing matching-adjusted indirect comparisons. This alternative approach follows the conventional one in matching the covariate means across two studies but differs in that it maximizes the effective sample size when doing so. The appendix of this paper showed, assuming there is one covariate and negative weights are permitted, that the resulting weights are linear in the covariates. This explains how the alternative method achieves a larger effective sample size and results in a metric that quantifies the difficulty of matching on particular covariates. We explain how these key results generalize to the case where there are multiple covariates, giving rise to a new metric that can be used to quantify the impact of matching on multiple covariates.

Purpose: Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis. Design/methodology/approach: This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory. Findings: The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations. Research limitations/implications: LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning. Practical implications: LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data. Originality/value: To the best of the authors' knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

In this paper, we suggest that in most cases there is no need for a lengthy description of methodological procedures in qualitative higher education journal articles. Doing so often adds no real value beyond creating a scientific façade, and the space this requires as a proportion of the total paper word limit could be better utilized for crafting a more critical contribution for the field. With the relatively short word limits allowed for articles, there is always a trade-off between what can be covered and what might be needed. However, our preference would be to have journals and authors use the space to develop a deeper conceptual or theoretical engagement with the topic of interest, rather than writing about interview protocols and how codes and themes were identified.

This paper considers what it could mean to say that epistemologies and methodologies are racially just or unjust. It has been argued that this has nothing to do with whether an individual researcher is racist: he or she could be anti-racist but still use an epistemology that is racially biased. To explore this issue, some pioneering research by Allison Davis, an influential African-American scholar in the 1940s and 1950s, is examined. This research dealt with the effects of social class cultures on academic achievement in the United States. While Davis was well-known at the time, his work in this field is now largely forgotten. Two senses of 'racially-just' are examined in this paper, relating: to the intrinsic character or origin of epistemologies and methodologies; or to the implications for and likely consequences of their use. Davis's investigations employed methods and assumptions that are rejected by many educational researchers today. I will address the question of whether these can be criticised as racially unjust; and, if so, on what basis. This evaluation will lead to a consideration of the broader question of the terms in which it is appropriate to assess educational research, and in particular the epistemologies and methodologies on which it depends.

The computing education research community now has at least 40 years of published research on teaching ethics in higher education. To examine the state of our field, we present a systematic literature review of papers in the "Association for Computing Machinery" computing education venues that describe teaching ethics in higher-education computing courses. Our review spans all papers published to SIGCSE, ICER, ITiCSE, CompEd, Koli Calling, and TOCE venues through 2022, with 100 papers fulfilling our inclusion criteria. Overall, we found a wide variety in content, teaching strategies, challenges, and recommendations. The majority of the papers did not articulate a conception of "ethics," and those that did used many different conceptions, from broadly applicable ethical theories to social impact to specific computing application areas (e.g., data privacy and hacking). Instructors used many different pedagogical strategies (e.g., discussions, lectures, assignments) and formats (e.g., stand-alone courses, incorporated within a technical course). Many papers identified measuring student knowledge as a particular challenge, and 59% of papers included mention of assessments or grading. Of the 69% of papers that evaluated their ethics instruction, most used student self-report surveys, course evaluations, and instructor reflections. While many papers included calls for more ethics content in computing, specific recommendations were rarely broadly applicable, preventing a synthesis of guidelines. To continue building on the last 40 years of research and move toward a set of best practices for teaching ethics in computing, our community should delineate our varied conceptions of ethics, examine which teaching strategies are best suited for each, and explore how to measure student learning.

This paper documents the process and outcomes of redesigning an online research methods module for taught postgraduate students using Universal Design for Learning (UDL). It also explores the effectiveness of UDL-informed design and practice to support the development of social, cognitive and teacher presence as defined under the Community of Inquiry (CoI) framework. The paper is based on findings from an online survey with students taking a research methods module as part of their Master of Arts (MA) programme. The findings point to a number of UDL-informed structures and practices that supported students' engagement on the module. These include (a) accessibility of the online learning resources (b) weekly structure and signposting (c) online peer connection and collaboration and (d) lecturer communication. It was also established that UDL, as applied in the redesign of this module, supported the development of cognitive, teaching and social presence. The conclusion of this paper is that UDL-informed design and practice has the potential to influence online learning in multiple and interdependent ways; in its own right and through its application in developing cognitive, social and teaching presence. The findings highlight the benefits of adopting UDL for wider application, particularly in the context of growing diversity in student populations in higher education.

Critical quantitative methods provide opportunities for Queer Theory to challenge, re-define, and re-claim the historically privileged research tradition. In this paper, I begin by summarizing the various binaries that oppress research and individuality. I then engage with Queer Theory and my own intersectional positionality to propose a nonbinary quantitative methodology. Next, I draw on various examples to demonstrate the possibilities for how quantitative research can be nonbinary when it challenges objectivity, acknowledges intersectionality, combines multiple theories, redefines quantitative measures, blurs methodological boundaries, and/or re-appropriates research for action. The paper concludes with a summary of how a nonbinary quantitative method intentionally acknowledges positionality and is deeply grounded in intersectionality to challenge deficit and majoritarian narratives and research practices implied by more traditional quantitative approaches.

This paper outlines the impact of phenomenography on higher education research and academic development. Interest in phenomenography as an educational research methodology continues to grow, but with interest growing faster than the number of experienced researchers, some misunderstandings of the approach have arisen and been circulating in discussions and publications, becoming self-reinforcing. This can cause misinterpretations of the meaning and implications of phenomenographic research findings, plus potential confusion for research students and others new to the research approach. This paper describes eight prevalent misunderstandings of phenomenography, explains what is missing in those ways of thinking about phenomenographic research, and speculates on the sources of such misunderstandings. A unique aspect of this paper is the focus on what phenomenograhy is not, as well as what it is, which is congruent with a phenomenographic approach to learning and development.

Advancing equity is a major challenge facing education systems globally. This creates an imperative for researchers to work with policymakers and practitioners to affect change. There have been many attempts to do this using various forms of action-oriented research and a considerable body of knowledge exists about their strengths and limitations. The paper describes the development of a methodological approach, Design-Based Equity Research (DBER), which draws on these existing traditions but is also distinct in its explicit consideration of values. It is marked out by a process of knowledge generation, in which researcher and practitioner knowledge meet, in context, to produce new knowledge about ways in which broad values of equity might be better realized in future practice. The paper explains how the approach was developed, conceptually and empirically, through a series of studies carried out over the last twenty years. It concludes that the process has the potential to generate two important types of knowledge: substantive knowledge about how equity can be realized in practice, and processual knowledge about the DBER process itself.

Purpose: The purpose of this paper is to illustrate and discuss the application of mindfulness practices rooted in Buddhism as the methodological praxis in implementing participatory action research (PAR) projects with older Thai adults. Design/methodology/approach: The paper draws on the researchers' reflexive accounts of participatory action conducted with older Thai participants in a series of four PAR projects in the five senior schools located in the northern, southern, northeastern and central regions of Thailand. Findings: The paper demonstrates the translation of Buddhist mindfulness into a PAR methodological approach and shares actual practices of mindfulness in each stage of the research process. Originality/value: This paper provides practical implications for researchers to incorporate the mindfulness methodology to unlock presuppositions and attachments to pre-existing PAR frameworks and open new ways of knowing that emerge out of the lived experience at the present contextual moment.