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This paper presents the best practices used by institutional review boards (IRBs) and human research protections programs (HRPPs) to prepare online graduate student investigators for human research protections specific to research within online graduate degree programs or where research supervisors are not proximal to graduate student investigators and their research protocols. In recent years, advances in artificial intelligence (AI), machine learning (ML), and other data mining/scraping forms have adversely impacted individual privacy and the unintended sharing of personally identifiable information (PII). With this growth of ubiquitous digital technologies, such as AI, ML, and data mining/scraping, used across online graduate degree programs, specialized training and preparation are needed to best prepare graduate student researchers for human research protections involving data with PII. Implications for IRBs and HRPPs are also addressed in this rapidly evolving climate, with recommendations for the design of online graduate degree programs that include graduate research and the best strategies to prepare online graduate student investigators for human research protections. [This paper was published in: "1st Annual Virtual Fall National Conference on Creativity, Innovation, and Technology (NCCiT) Proceedings," November 15-16, 2023, pp. 84-108.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]

Current issues in educational communications and technology are addressed in this collection of 47 conference papers in which research reports predominate. Topics discussed include factors related to the learner, e.g., learning strategies, information processing, spatial ability, cognitive style, and cognitive strategies. Presentation format and media and stimulus characteristics are also addressed, including illustration types, graphics in courseware design, text layout variables, feedback, and synthesizing strategies. Several papers examine educational media such as videodiscs, videotapes, and microcomputers. Additional papers discuss the design of instructional visuals, the use of video to study cognition, learner versus program control of interactive media, trends and issues in educational technology, assessment of structural knowledge, applications of hypermedia, distance education for teacher training, facilitating the acquisition of clinical reasoning skills, Kuhnian paradigms in educational technology research, and advancements in instructional design theory. References and data tables are included with many papers. Author and descriptor indexes are provided. (GL)

This volume contains 57 papers and 1 symposium, consisting of an introduction and 4 papers. The topics discussed range from the instructional effectiveness of various presentation formats and media to the social foundations of educational computing and school restructuring. Cognitive theory and several design theories are also addressed. Research related to computer assisted instruction includes investigations of cooperative learning, variations in instructional control, interactive video, use of computer animation, hypermedia browsers, software for teachers to use in lesson planning, computer assisted testing, and automated instructional systems development. Formats for microcomputer displays and electronic publishing are also considered, as well as computer simulations and telecommunications-based distance education. Also included in this volume are information on the Association for Educational Communications and Technology (AECT), author and descriptor indexes, and a list of the 12 proceedings already in the ERIC system together with their ED numbers. (BBM)

The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]

In this paper the author discusses how 21st century education researchers could and in his opinion, should approach the scientific description of the various entities that they might encounter. The word "entities" in pedagogical context refers to phenomena and structures such as "an education system", "education", "curriculum" or "motivation". For example, the entity, "an education system," consists of various elements such as schools, management structures, financing structures, support structures, curriculum and curriculum planning, physical facilities, learners, educators, community support, and many more. It could be said that it is relatively easy to describe these different elements of the education system and show how they all fit together to form an education system as a total structure. In this paper the author argues, however, that such a description would be scientifically indefensible for the mere fact that, in view of current scientific approaches, the description could be seen as simplistic and reductionistic. The paper begins with a brief outline of three basic epistemological approaches. This outline is then used as the basis for further discussion of how one could conduct research into pedagogical/educational structures in a manner that would circumvent simplistic and reductionistic descriptions. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

To build new and better higher education systems, it is vital to consider all aspects of systems in the recent past. Measures should be taken to identify and address deficiencies, of which academic isolation and the prevalence of a silo mentality is a prominent example. The central question of this paper to be answered is how to effectively combat academic isolation. While an individual in solitude has a positive experience when alone, isolation resulting in loneliness is an uneasy feeling of being unwillingly detached from others. Education institutions, faculties, colleges or communities of practice as well as individuals can experience isolation, whether it is self-imposed or enforced by discriminatory measures. Highly specialized groups may isolate themselves, and so can experienced academics be unwilling to share ideas and so deny others to benefit from their expertise. During an analytical literature survey, which generated valuable observations and findings from scholars worldwide, some of the most prominent reasons for and effects of this phenomenon emerged. The analysis, into which personal experience was also factored, lead to proposing cooperative research and interdisciplinary research as effective ways to breach harmful silo forming amongst researchers, and combat academic isolation. [For the complete Volume 21 proceedings, see ED629259.]

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

Current issues in educational communications and technology are addressed in this collection of 31 papers, in which research reports predominate. Topics discussed include factors related to the learner, e.g., aptitude, recall, computer anxiety, field dependence/independence, reading ability, learning strategies, and cognitive style. Presentation format and media and stimulus characteristics are also addressed, including compressed speech, difficulty level, computer assisted instruction and testing, individualized instruction, instructional design, pictorial stimuli, prose, information cueing, color realism, and page layout. Several papers discuss innovative educational media such as rate compressed speech audiotapes and microcomputers. Additional papers discuss research design and models, with particular emphasis on naturalistic inquiry as a research methodology, and publications of the Association for Educational Communications and Technology. References and data tables are included with many papers. Cumulative indexes covering the proceedings of this group for 1979-84 are included. (LMM)

Current issues in educational communications and technology are addressed in this collection of 35 papers, in which research reports predominate. Topics discussed include factors related to the learner, e.g., field dependence/independence, reading ability, learning strategies, and cognitive style. Presentation format and media and stimulus characteristics are also addressed, including information cueing, color realism, aptitude sensitive instruction, advance organizers, visual testing, and imagery form. Several papers examine innovative educational media such as teleconferencing, videotapes, and microcomputers. Additional papers discuss the use of fear in persuasive messages, design of instructional visuals, visualization, patterns for mapping cognitive structure, task analysis, naturalistic inquiry as a research methodology, aptitude treatment interaction research, brain research, and nonverbal communication. References and data tables are included with many papers. Cumulative indexes of authors and descriptors covering the first five AECT conference proceedings volumes (1979-1983) are provided). (LMM)

Current issues in educational communications and technology are addressed in this collection of 48 papers, in which research reports predominate. Topics discussed include factors related to the learner, e.g., field dependence/independence, learning strategies, information processing, spatial ability, cognitive style, and cognitive strategies. Presentation format and media and stimulus characteristics are also addressed, including illustration types, graphics in courseware design, encoding specificity, text layout variables, feedback, and synthesizing strategies. Several papers examine innovative educational media such as videodiscs, compressed speech audiotapes, videotapes, and microcomputers. Additional papers discuss the use of media in persuasive messages, the design of instructional visuals, the use of video to study cognition, the relationship of film theory to instructional television, visualization, naturalistic inquiry and case studies as research methods, electronic books, and drill and practice. References and data tables are included with many papers. Cumulative indexes of authors and descriptors covering the first seven volumes of conference proceedings (1979-1985) for the Research and Theory Division of the Association for Educational Communications and Technology are included. (LMM)

Current issues in educational communications and technology are addressed in this collection of 47 papers, in which research reports dominate. Topics discussed include factors related to the learner, e.g., problem-solving skills, motivation, comparison of instructional design strategies, effects of organizational cues and text layouts, and learning strategies. Several papers examine innovative educational media such as interactive video, electronic mail, teletraining, computer-assisted instruction, computer-generated text, simulations, and microcomputers. Additional papers discuss the use of cable television in higher education, noncommercial FM radio stations, instructional television services, use of bulletin boards and electronic mail in distance education, evaluation of media support services, user attitudes toward computers, and effects of Logo instruction. References and data tables are included with many papers. Cumulative indexes of authors and descriptors covering the first eight volumes of conference proceedings (1979-1986) for the Research and Theory Division of the Association for Educational Communications and Technology are included. (JB)

This paper is an initial report of the data analysis phase of a larger study that traces the evolution of Computer Assisted Language Learning (CALL). All published Research Articles (RAs) from four major CALL journals -- "ReCALL," "CALL," "Language Learning & Technology" ("LL&T") and "CALICO Journal" -- from the very first issues to the end of 2019 were downloaded, sorted, and checked to form the final corpus of 426 highly cited RAs. The trends and themes (research contexts, research participants, and theoretical and methodological considerations of the RAs) were all recorded to see how CALL has evolved over time. Primary findings indicate that empirical studies where learners are physically or virtually involved in the process of technology-mediated language instruction dominate the field of CALL research. Authors resort to both quantitative and qualitative methodologies for data collection and analysis, though mixed-methods has gained more weight in the past two decades. Sociocultural theory stands over and above other theories in Second Language Acquisition (SLA) to frame CALL studies. The paper discusses these issues, and problems detected. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Psychoanalysis is largely overlooked in mathematics education, yet is relevant to many aspects of the field, such as the institution of the school, curriculum and instruction, and content. Specifically, one content area where psychoanalysis is both exceedingly relevant and absent is that of probability education. In this critical literature review, I resurface important literature on the topic of psychoanalysis and probabilistic thinking, providing a Lacanian synthesis of its relevance in the future of probability education research. Important concepts such as subjectivity, epistemology, and linguistics are explored, all of which hold massive implications for probability education researchers in their interpretations of students' probabilistic thinking. The purpose of the paper is to demonstrate the relevance of psychoanalytic theory to probability education research, and to introduce the idea of such an alignment to researchers. [For the complete proceedings, see ED630210.]

The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education. [For the full proceedings, see ED639633.]

Narrative inquiry is a type of qualitative research that explores human experiences through lived or told stories to understand a phenomenon. Narrative researchers collect data through spoken or written stories and life experiences of an individual (subject). The data is examined in chronological order to understand the meaning of the phenomenon being studied (Creswell, 2013). The researcher unfolds the hidden meanings in spoken or lived stories by analyzing the data in relation to social and cultural context. Narrative methodology is used to explain the behaviors or experiences of either an individual or a small group of people. Ethnography is a holistic approach to the study of cultural systems using both qualitative and quantitative methods with ontological and epistemological properties. It is greatly dependent on fieldwork. It is a process of discovery, making inferences, and continuing inquiries to achieve emic validity, while being an iterative process of learning episodes. It is also an open-ended emergent learning process, and not a rigid investigator-controlled experiment. [For the full proceedings, see ED656038.]

Research in psychology and education tend to use large-N group designs that necessitate reporting of mean measures analyzed mostly with null hypothesis statistical testing (NHST), but sometimes with Bayesian, or the estimation approaches in inferential statistics. These approaches all render the average person or student as the the putative "subject" of interest in psychology and education, in addition to the myriad of serious problems, such as widespread replication failures, they have manifested. In reality, however, more often than not, it is the individual person or student who learns, not some nonexistent average person or student. A case is made that a largely ignored alternative to group designs is the Small-N or single-case designs that have a long and productive history in psychology, education, and medicine. They involve studying in-depth only a few subjects at a time under different conditions explored in some detail while observing systematic changes in behavior as those conditions change. In so doing, these designs not only focus on the individual, they reveal functional relationships between his or her behavior and the prevailing environmental conditions. In education, such environments range from the school, the classroom, or teacher (variables) to teaching methods, materials, and/or technology. Undoubtedly, adopting such designs more broadly in psychological and educational research would require a significant shift in how we approach asking questions, collecting data, analyzing and interpreting data, and making research and practice decisions. Not doing so, however, is like repeating the same mistake over and over and expecting a different result. [For the complete proceedings, see ED655360.]

International research is already booming, and global problems like climate change have sparked interdisciplinary initiatives involving academics from many nations, disciplines, and tongues. Integrating the research team, the supervisors, and the doctoral students present several challenges, such as multicultural issues; integrating a good team depends on the supervision style and type of postgraduate students and how to supervise students to conduct quality research. This article examines supervisory approaches, and the challenges and rewards supervisors face while supervising diverse projects. The lectures from the Graduate Studies in Supervision course were examined, along with a literature study. Two senior supervisors from the International Business School (JIBS) and the School of Engineering at Jönköping University participated in small-scale research and observed two supervisory sessions, where were discussions and supervisor reflections. Observations, talks, and the findings of a survey based on Lee's research were compared to determine the supervisory style. The failure to define the scope and writing of the publication when a journal article is rejected after 1-2 years, which affects the trust of the student and the supervisor and the time plan in a multidisciplinary project, are just a few of the challenges that emerged during postgraduate supervision. Discovering our teaching and supervision style may help guide our students in a multidisciplinary environment. [For the full proceedings, see ED652228.]

We describe a data mining pipeline to convert data from educational systems into knowledge component (KC) models. In contrast to other approaches, our approach employs and compares multiple model search methodologies (e.g., sparse factor analysis, covariance clustering) within a single pipeline. In this preliminary work, we describe our approach's results on two datasets when using 2 model search methodologies for inferring item or KCs relations (i.e., implied transfer). The first method uses item covariances which are clustered to determine related KCs, and the second method uses sparse factor analysis to derive the relationship matrix for clustering. We evaluate these methods on data from experimentally controlled practice of statistics items as well as data from the Andes physics system. We explain our plans to upgrade our pipeline to include additional methods of finding item relationships and creating domain models. We discuss advantages of improving the domain model that go beyond model fit, including the fact that models with clustered item KCs result in performance predictions transferring between KCs, enabling the learning system to be more adaptive and better able to track student knowledge. [This paper was published in: "Proceedings of the 14th International Conference on Educational Data Mining (EDM21)," International Educational Data Mining Society, 2021, pp. 672-76 (see ED615472).]

School districts across the United States are turning to mathematics teacher leaders (MTLs) to support the teaching and learning of mathematics. And yet, what does research seem to say about MTLs? In this paper, we report findings from an exploration of PME-NA proceedings between 1984 and 2019 to examine the role of MTLs. In particular, we examine the following: historical MTL submission trends and the extent to which these trends are coupled with the implementation of national MTL events; broad methodological trends; as well as the ways in which MTLS are positioned. Our findings indicate that future research requires explicitly describing MTLs' roles within systems of professional development to better understand their impact on practice and learning. [For the complete proceedings, see ED629884.]

Metacognition is a valuable tool for learning, particularly in online settings, due to its role in self-regulation. Being metacognitive is especially crucial for students who face exceptional difficulties in academic settings because it grants them the ability to identify gaps in their knowledge and seek help during difficult courses. Here we investigate metacognition for one such group of students: college students traditionally underrepresented in STEM (UR-STEM) in the context of two online university-level STEM courses. Using an automatic detection tool for metacognitive language, we first analyzed text from discussion forums of the two courses; one as a prototype and another as a replication study. We then used association rule mining to uncover fine-grained relationships in the online educational context between underrepresented STEM student status, online behavior, and self-regulated learning. In some cases, we inverted association rules to find associations for underrepresented minoritized students. Implications of the results for teaching and learning STEM content in the online space are discussed. Finally, we discuss the issue of using association rule mining to analyze commonly occurring patterns amongst an uncommon smaller subset of the data (specifically, underrepresented groups of students). [This paper was published in: "Proceedings of the 13th International Conference on Educational Data Mining (EDM 2020)" (pp. 686-690).]

The aim of this study is the postgraduate thesis studies in the field of social studies education in Turkey between 2015 and 2021; to examine according to descriptive, methodological and subject distributions. Document analysis technique, which is one of the qualitative research designs, was used in the research. The main data source of the research is postgraduate theses. These theses were obtained by scanning in YÖK Thesis Center, and a total of 785 postgraduate theses, of which 659 are master's and 126 are doctoral theses, were examined. In the research, "Thesis Classification Table" and "Methodical Classification Table" were used as data collection tools. Content analysis technique, which is one of the analysis techniques used for qualitative research, was used in the research. According to the descriptive distribution results of the research; When the thesis type distributions were examined, it was observed that the master's theses were much more than the doctoral theses and the universities where the most studies were conducted were Gazi and Marmara universities. When the research type distributions of the theses were examined, it was observed that the most qualitative research type was used, and the scanning design was mostly used as a design. When the sample distributions of the theses were examined, it was observed that they mostly worked with secondary school students. According to the subject distribution results of the research; It was observed that subjects belonging to the categories of attitude/opinion/concern/belief and teaching method/technique/strategy/approach were studied. Another result is; It is the result of the theses made in the field of social studies education that there are some methodological deficiencies. It has been observed that some of the theses examined do not have a method section, and some theses have a method section, but are very incomplete and faulty in content. [For the full proceedings, see ED630948.]

This research aims to determine the strengths and weaknesses of the online exams, as well as the aspects that can be evaluated as opportunities and threats, by making a SWOT analysis of the online exams that are frequently used in the distance education process. For this purpose, the study was designed with the case study technique, one of the qualitative research methods. The research data were collected from academics who teach at the university and work in different titles and units. The questions prepared by the researcher, considering the factors related to the SWOT analysis, were presented to the participants as a structured interview form via an online form. Content analysis was used to analyze the data. The collected data indicate that online exams are powerful in terms of low cost, easy assessment, fast, and practicality. On the other hand, online exams have some weaknesses, such as technical problems, internet connection interruptions, difficulty with the exam preparation process, and security issues. Easy access to students and flexibility stand out as opportunities offered by online exams, while cheating was the biggest threat that the participants frequently mentioned. In the context of the results obtained, some solutions and suggestions are presented in relation to the relevant literature. [For the full proceedings, see ED630893.]

This study aims to examine postgraduate studies on analytical thinking in Türkiye. Using the descriptive content analysis method, postgraduate studies on analytical thinking skills were examined and arranged, and general trends in the field were determined. The YÖK national database was searched using the keyword "analytical thinking." Studies on the subject were examined according to the year, publication language, study group, type of study, subject associated with analytical thinking skills, research method, measurement tool, and quantitative analysis techniques. According to the results obtained, it was observed that postgraduate research on analytical thinking skills started in 2009 and increased in 2021. It is understood that the studies are primarily carried out with secondary school and university students. One study was found with high school students and teachers. There are no studies conducted with pre-school and primary school students. Most of the studies are at the graduate level. Analytical thinking skills are discussed in topics such as Conceptual understanding, Context-based learning, Critical thinking, Life skills, Mathematical problem solving, Personnel factors, and STEM. It was understood that a large proportion of the studies examined were in the type of quantitative research. No study is only in the type of qualitative research. Studies need to investigate the relationship between analytical and higher-order thinking skills such as creative thinking, reasoning, and practical thinking. [For the full proceedings, see ED631133.]

Postqualitative inquiry (PQI) compels us to think about educational studies in a different way. It requires ways of doing beyond regularised structures of humanist epistemology, ontology, and methodology. This article endeavours to describe my introduction to posthumansism and unplanned discovering of postqualitative inquiry through learning by doing. My (brief) journey with postqualitative inquiry has followed unexpected pathways, filtered through porous boundaries and discovered unheard voices in in-between spaces. This allows PQI to become more than knowledge-making. It is also a pedagogical and onto-epistemological venture and a rich, sensory and startling adventure of discovery into the entanglement of the social and the material. [For the complete Volume 20 proceedings, see ED622631.]

Microlearning has increased its popularity for course designs in eLearning environments due to short attention spans and time constraints. The objective of this designed-based research is to describe the multiple iterations of design, development, and revision of a general framework for creating a microlearning reading mobile application. First, we present the components from the perspective of users and for the execution of a software architecture that allows a modular approach. Understanding the pedagogical features of mobile learning: personalization, authenticity, and collaboration are included as part of the IPAC framework to create it. This app was developed in different phases: Analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction and final critical reflections. The findings link design-based research (DBR) as a methodology that allows engaging in theory building and development of reading applications. It also reveals engagement in reading skills, satisfactory usability ratings and a rise in students' awareness towards new types of texts. [For the complete proceedings, see ED639262.]

Primarily focused on answering questions why and how, this qualitative research relates to human being and behavior and could bring understanding of socially constructed phenomena, including people's needs, experiences, behavior, motives, desires and expectations. Meta-synthesis is an important method that provides valuable insights into the qualitative research area. The aim of this methodological paper is to describe both the main conceptual background and the creation process of meta-synthesis (according to individual steps/phases) in the field of social science and educational research. The content of the paper includes the description of the 7-step procedure's preparation (deciding the phenomenon of interest; deciding what is relevant; careful reading and re-reading: translating studies into one another; synthesizing the translation; expressing the synthesis), checklists for validation of the conclusions/findings obtained from analytical process (QUARI: the Qualitative Appraisal and the Review Instrument; CASP: Clinical Appraisal Skills Program in particular), and the SPIDER model: comprehensive search, appraisal of reports of qualitative primary studies, classification of studies, and findings synthesis. Methods of studying relevant literature (scientific articles), a content analysis and a critical comparison of knowledge were used. The output is presented as a short methodological review focused on the meta-synthesis method application to social sciences and educational research activities. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

Randomized A/B tests allow causal estimation without confounding but are often under-powered. This paper uses a new dataset, including over 250 randomized comparisons conducted in an online learning platform, to illustrate a method combining data from A/B tests with log data from users who were not in the experiment. Inference remains exact and unbiased without additional assumptions, regardless of the deep-learning model's quality. In this dataset, incorporating auxiliary data improves precision consistently and, in some cases, substantially.

Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on: (1) equitable automated scoring models for scientific argumentation for English Language Learners; (2) a real-time, adjustable formative assessment system to promote student revision of uncertainty-infused scientific arguments; (3) a web-based annotation tool to support student revision of scientific essays; and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches. [This paper was published in: "13th International Conference on Computer Supported Collaborative Learning Proceedings," 2019, pp. 743-750.]

In this paper the authors share their insights on whether it is necessary to articulate a research methodology when reporting on theoretical research. Initially the authors, one being a supervisor and the other, a PhD student and a colleague, were confronted with the question during supervision and writing of a thesis on theoretical research. Reflection on the external examiners' reports about whether a research methodology for theoretical research is necessary prompted the writing of this paper. In order to answer the question, the characteristics of theoretical research are clarified and contrasting views regarding the necessity or not of including a research methodology section in such a thesis, are examined. The paper also highlights the justification for including a research methodology in a thesis that reports on theoretical research, investigates the soundness of such justification and finally draws conclusions on the matter. [For the complete Volume 15 proceedings, see ED574185.]

The results of educational research studies are only as accurate as the data used to produce them. Drawing on experiences conducting large-scale efficacy studies of classroom-based algebra interventions for community college and middle school students, I am developing practice-based data cleaning procedures to support scholars in conducting rigorous research. The paper identifies common sources of data errors in mathematics education research and offers a framework and related data cleaning process designed to address these errors. [This paper was published in: Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., and Brown, S. (Eds.), "Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education," p129-140. San Diego, CA (2017).]

This study was carried out to review the theses and dissertations on early geometry skills published in Turkey. In the study, which was organized as a methodological evaluation study, the data were obtained through document analysis method. The research is limited to 20 studies, published between 2000-2020, of which full texts could be accessed from the Turkish National Thesis Center database. The full texts of the theses and dissertations were accessed by using the keywords "geometry in preschool period", "early childhood geometry", "early geometry skills", and "geometric shape". The data obtained within the scope of the research were analyzed and discussed according to the publication year of scientific studies, language, university, research design, research method, subject, and sampling type. When the documents were analyzed, it was seen that most of the thesis studies were master's theses, mainly belonging to the year 2010 and after, and all of the doctoral dissertations belonged to 2011 and later. It has been determined that the language of the majority of the theses was Turkish, mostly from Selçuk University and Gazi University and conducted following quantitative methods. [For the full proceedings, see ED623149.]

Convivencia testimonial is a subaltern method for conducting research among Chicana/Latina researchers and participants. Its underpinnings are grounded in Chicana feminist epistemology (CFE). CFE offers an alternative way of doing critical qualitative research. Methodologies stemming from CFE can also offer innovative methods grounded in subaltern epistemes for adult educational research. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's "Proceedings" contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers' observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students' course reports and the university's standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. [For the full proceedings, see ED620289.]

These proceedings contain papers of the 4th International Baltic Symposium on Science and Technology Education (BalticSTE2021) held in Šiauliai, Lithuania, June 21-22, 2021. This symposium was organized by the Scientific Methodical Center "Scientia Educologica" in cooperation with Scientia Socialis, Ltd. Lithuania. The proceedings are comprised of 16 short papers. Keynote speakers include: Paul Pace, Paolo Bussotti, Peter Demkanin, and Malgorzata Nodzynska. [Individual papers are indexed in ERIC.]

These proceedings contain the papers and poster of the 17th International Conference on Mobile Learning (ML 2021) and 8th International Conference on Educational Technologies (ICEduTech 2021), which were organised by the International Association for Development of the Information Society (IADIS). Due to an unprecedented situation caused by the COVID-19 pandemic, this year the conference was hosted virtually during 3 to 5 March. The 2021 edition comprised a special theme: "COVID-19 Opportunities and Challenges for Teaching and Learning Innovation in a Global Pandemic." The Mobile Learning 2021 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. This conference explores the theme of mobile learning under the following topics: (1) Learning analytics and mobile learning; (2) Cloud computing and mobile learning; (3) Pedagogical approaches, models and theories for mLearning; (4) mLearning in and across formal and informal settings; (5) Strategies and challenges for integrating mLearning in broader educational scenarios; (6) User Studies in mLearning; (7) Learner mobility and transitions afforded by mLearning; (8) Socio-cultural context and implications of mLearning; (9) Mobile social media and user generated content; (10) Enabling mLearning technologies, applications and uses; (11) Evaluation and assessment of mLearning; (12) Research methods, ethics and implementation of mLearning; (13) Innovative mLearning approaches; (14) Tools, technologies and platforms for mLearning; and (15) mLearning: where to next and how? [Individual papers are indexed in ERIC.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2021 received 478 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. The conference accepted for presentation 160 submissions (34% acceptance rate), from which, 151 submissions are published in full text in this book. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Conference on Education and New Developments (END 2021) (Virtual Conference). The proceedings were published by inScience Press. For the 2020 proceedings, see ED607570.]