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This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

Studies into why young people choose to study journalism have often been informed by a belief in journalism's inherent worthiness within civil society. However, as surveys show decreasing trust in journalism and increasing avoidance of news in many countries, this article asks whether young people are being put off studying journalism in part because of rising public cynicism around its societal worth. The research compares data sets across multiple countries to explore whether there is a statistical relationship between attitudes among 18- to 20-year-olds toward trust in news and interest in learning to produce it.

Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children's experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD.

Purpose: Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. Methods: We conducted multiple, art-informed interviews on the topic of friendship with 14 children with LD at the age of 6-8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. Results: The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. Conclusion: There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art-informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children.

This research explores responsible investment practices at Canadian and international universities. We analyze universities' "Statement of Investment Policy and Procedures" and "Responsible Investing Policies" to understand how responsible investing is included and how this varies by region. Our results show that most university investment policies are lacking in content and specificity. We compare four different regions, Canada, the United States (USA), the United Kingdom and Ireland (UK-I) and Australia New Zealand (ANZ) in terms of responsible investment integration. We find a clear international hierarchy, with the UK-I as the most advanced region in responsible investing integration, followed by Canada and ANZ with the USA a distant last place. We develop recommendations which act as tools to help mobilize university knowledge in responsible investing, drawing on globally recognized frameworks, in two areas: governance and policy. Our recommendations are broadly applicable to any post-secondary institution and also expand to other sectors attempting to incorporate responsible investing. Implications for universities and areas for future research will be discussed.

Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners' progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.

This article considers the representation of the controversial issue of the Great Irish Famine (1845-50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues -- imports and exports, the British government's laissez-faire economic policy, providentialist interpretations, and victim--perpetrator discourses -- have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim--perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

A scoping review of qualitative, quantitative, and systematic reviews published between 2011 and 2021 was conducted on strategies to educate college students and studies investigating students' knowledge, attitudes, and perceptions about sexually transmitted infections (STI). This scoping review aims to understand college students' STI knowledge, attitudes, perceptions, and educational strategies employed to educate them about STIs. A total of 329 articles from different countries were examined. Fourteen of these articles were used in this review. The consensus was that college students need comprehensive sexual health education regardless of previous school-based sex education. Interventions included STI information, information on how to use condoms, where to obtain them, and how to talk to a partner about their use. Peer-led education reported the most successful outcomes. Understanding how college students feel about STIs can aid in developing educational interventions that are more specific to the student's needs.

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

The article addresses the issues surrounding the importance and impact of 'hinterlands' in the construction of European higher education systems and in the formation of sectoral policy. It draws on studies of Germany, Hungary, Ireland, Norway, Portugal and the United Kingdom to illustrate different policy approaches and shows how in some countries 'hinterland' issues have been the major factor in the reconstruction of national higher education systems. It draws a distinction between the past, where policies were essentially based on the growth of student numbers, and the present, where the drivers are much more related to regional social and economic factors and, in some countries, to public good policies on equalising opportunities between deprived and affluent areas. It suggests that 'hinterland' issues are now central to how higher education systems are constructed. As a result, systems will become more complex to manage but that regional and institutional 'bottom up' determination may offer better prospects for innovation and flexibility in the face of societal change.

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change.

Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are assessed. We analysed 26 studies carried out in K-12 between 2016 and 2020 in Europe. The results indicate that 18 different tools have been used and they can be categorized into five groups: questionnaires, tests/tasks, observations, interviews and analysis of products. From the tools we analysed, more than 50 dimensions were assessed and the vast majority of those were closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a tool that allows all different facets of CT to be assessed are currently missing.

Sensory processing differences measured by self- or parent-report co-segregate with quantitative autistic traits and have potential endophenotypic properties. It is not known to what extent this reflects generalized sensory dysfunction versus more specific associations involving individual senses or autistic trait domains. We combined Bayesian variable selection with dominance analysis to obtain a more nuanced understanding of modality-specific associations. We recruited two independent samples of adults to complete the Broad Autism Phenotype Questionnaire and the Glasgow Sensory Questionnaire. For each domain of autistic traits (social interaction, communication, cognitive rigidity), we performed stochastic search variable selection using Glasgow Sensory Questionnaire modality subscales as predictors while controlling for uncertainty in other variables. Dominance analysis was applied to the reduced models to evaluate the relative importance of predictors. Only auditory scores reliably predicted all three autistic traits when other modalities were accounted for. The proprioceptive scale, which included motor and interoceptive deficits, predicted communicative autistic traits more than other trait domains. The tactile scale appeared most specific for social autistic traits. Although the findings must be interpreted in light of the limitations of the questionnaires, the study suggests that auditory differences may be more likely than differences in other senses to be a robust sensory endophenotype relevant to autism.

International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.

This article focuses on article 28 (right to education), article 29 (goals of education) and article 30 (children from minority or indigenous groups) of the United Nations Convention on the Rights of the Child (UNCRC) and their implementation in the several national policies of Western Europe, especially the UK and Ireland, and to a lesser extent, France. The present research looked more particularly into the situation of children from two communities: Gypsy, Roma and Travellers (referred to as GRT) and Irish Travellers. Although they are from different backgrounds, the analysis proved relevant because of the bridges that exist between their cultures and lifestyles, and because of their minority status within larger dominant communities, placing their children in the frontline of the UNCRC battle. The text of the UNCRC itself was a starting point. The research was mainly based on a series of reports from governments, from organizations such as the Traveller Movement, on articles from newspapers, and testimonies from GRT children and Irish Travellers. The results showed that the implementation of articles 28 to 30 of the UNCRC was being by and large slowly carried out by the countries under study. Yet, national disparities were evident. Also, their national policies revealed different contexts. Ireland seemed to be paving the way for the inclusion of minorities within the educational system.

The UN Convention on the Rights of the Child (UNCRC) recently had its 30th anniversary. Emerging from the United Nations General Assembly in 1989, it has since become the most ratified international human rights treaty ever. Most European countries ratified it and are thus obliged to ensure the implementation of children's rights in practice. Operationalizing the UNCRC raises practical, conceptual and ethical issues. For example, questions arise concerning children and young people's competence to make autonomous decisions in different social domains, especially in education. There are also debates about children's involvement in dispute resolution and the extent to which rights must always be associated with redress in order to make them meaningful. Clearly, the relationship between the rights of children and young people on the one hand and those of parents and teachers on the other are particularly salient. In addition, challenges may arise in relation to children from the Roma-minority in educational institutions. Article 28 (1) of the UNCRC stresses that "States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity". Nonetheless, Roma students frequently experience multiple forms of discrimination in educational institutions which amplify their existing disadvantage. Across Europe, there have been different rates of progress in terms of incorporating aspects of the UNCRC into domestic law and put them into practice in schools and other education institutions, and in many cases Roma children have yet to experience the benefits of enhanced children's rights.

This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students' attitudes and perceptions of interprofessional competences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.

Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the COVID-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality.

To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles in all but one journal were qualitative. The most commonly explored topic was diversity, equity, and social justice accounting for 23% of the qualitative articles. In total, 55% of the studies were conducted in the United States. Although many studies did not specify participants' race and gender, the most commonly reported research participants were K-12 students, female, White, and from the United States. We discuss these findings and provide recommendations.

The UK government identified 'improving support within the criminal justice systems' as a priority for autistic people. There is a lack of quantitative research to enable policymakers to make evidence-based decisions on how to improve access to justice for autistic people. This study used a case-comparison design to compare the experiences of 145 autistic and 116 non-autistic adults who had been arrested at some point in their life. Autistic participants were nearly five times more likely to state that they were not given an appropriate adult even though they believed they needed one and felt less able to communicate with the police. Autistic participants felt less able to cope with stress, twice as likely to have experienced meltdowns and five times more likely to have experienced shutdowns because of their criminal justice involvement. We conclude that there are inequalities that autistic people face when navigating the criminal justice system and the degree to which they can participate effectively in the justice process. This has an impact on their mental health. Policy recommendations are discussed based on this evidence.

Pregnancy may pose a number of physical and healthcare-related challenges for autistic people, who experience differences in sensory processing and can face barriers to accessing healthcare. However, little research has explored autistic pregnancy experiences. Semi-structured interviews were conducted with 24 autistic and 21 non-autistic women during the third trimester of pregnancy. Thematic analysis revealed that the autistic group experienced heightened sensory and physical symptoms during pregnancy compared with the non-autistic group. Autistic participants were sometimes reluctant to disclose their diagnosis to healthcare professionals and felt that professionals lacked autism knowledge. While both groups appreciated clear information about their care, autistic participants further highlighted the need for detailed information and being given time to process verbal information. The autistic group also highlighted the need for sensory adjustments in healthcare settings. The findings indicate ways in which prenatal healthcare can be improved for autistic people, including sensory and communication adjustments. There is a need for greater autism-related training for prenatal healthcare professionals to ensure that autistic people receive appropriate support.

Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.

Age-classes are a salient feature of modern schooling. Yet how did age-grouping come to prevail in entire school systems? And how was this form of grouping related to educational and pedagogic discussions at the time of its emergence? The article addresses these issues by looking at the historical context within which age classes came to a dominant position: the European nineteenth century. From the perspective of a governmental theorising of modern schooling, the article reconstructs the pace of their imposition and the main arguments in their favour through the analysis of a sample of 125 manuals of school management and organization of teaching. Against the usual description of age classification as a clear sign of the bureaucratic nature of modern schooling, the manuals show a concern about educational issues such as (de)motivation, encouragement and intelligence when discussing the role of age for the organization of elementary schools. The general idea of the modern school as an 'assembling' calls for more nuanced historical analyses of different combinations of the pastoral and the bureaucratic as techniques defining this institution.

Autistic people experience heightened rates of physical health problems but may also experience elevated levels of somatic symptoms (e.g. pain, headache, gastrointestinal symptoms) due to psychological factors which are common in autism. This online study sought to compare rates of somatic symptoms (Patient Health Questionnaire-15) in older adolescents and adults who were autistic (n = 51), non-autistic (n = 119) and who suspected they were autistic (n = 32), while controlling for health conditions. We investigated psychological risk factors that may predispose individuals to experience somatic symptoms, including alexithymia (General Alexithymia Factor Score), interoception (Body Awareness Questionnaire) and intolerance of uncertainty (Intolerance of Uncertainty Scale). Diagnosed autistic individuals had higher rates of alexithymia and intolerance of uncertainty. We also found higher somatic symptoms in diagnosed autistic individuals, controlling for mental and physical health. However, hierarchical regression showed that somatic symptoms were predicted by physical and mental health conditions, female gender, alexithymia, and intolerance of uncertainty, regardless of autism status. The results suggest that autistic and non-autistic individuals experience more bodily discomfort in part due to gender, physical and mental health, alexithymia, and difficulty tolerating uncertainty. Implications for mental and physical health care in autism are discussed.

Inspired by neo-institutional theory, we explore whether the semantics of diversity appears to be global and universal through computer-assisted content analysis of 2378 publications. Diversity discourses are dominant, but only in the USA and Canada, UK and Ireland and Europe, not being present in Asia, Africa, the Middle East and Latin America. Diversity is interpreted differently across regions influenced by the local socio-political settings. Academic literature on diversity first appeared in the USA and Canada in the mid-1970s in relation to race and gender. In other English-speaking countries, diversity gained momentum only in the mid-2000s, with inclusion, gender, ethnicity and cultural diversity being the dominant terminologies. Later in that decade, diversity appeared in the academic literature in Europe, often framed as inclusion and gender. We did not find any evidence that the semantics of diversity has become global or universal and, therefore, question the cultural globalisation and the worldwide standardisation of academic knowledge around the valorisation of individual and collective differences.

In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

Background/purpose: The current study aims to analyze the thematic structures and trends of scientific publications that examine the relationship between the COVID-19 pandemic and education, while presenting a roadmap for future research on this topic. Materials/methods: The data were obtained from the Web of Science Core Collection (WoSCC) bibliographic database by identifying the publications that examine the relationship between the COVID-19 pandemic and education, then were analyzed using bibliometric methodology and content analysis. VOSviewer, GraphPad softwares, and visualization maps were used to analyze the data and to present the findings. Results: The results of the study show that publications examining the relationship between the COVID-19 pandemic and education focused on "online education" and "teacher education," while the countries that contributed the most to publications on this issue were USA, United Kingdom, Canada, and Spain. It was determined that most publications preferred the "theoretical model" and the majority of the research data were obtained through "scale/interview forms." Furthermore, the findings of this study revealed that during the COVID-19 pandemic period, the editorial/refereeing processes of the articles submitted to academic journals were carried out very quickly and the articles were published unusually quickly. Conclusion: This study indicated that the majority of scientific studies on COVID-19 are focused on the field of health, and that there is limited edition research on COVID-19-related education. To the best of the authors' knowledge, the current study is the first research article in the international literature to examine the thematic structures and trends of scientific publications on the relationship between solely education and COVID-19 through bibliometric and content analysis; and contributes to the knowledge base on COVID-19-related education by mapping the existing knowledge.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.

This research uses i-graduate's International Student Barometer to investigate whether overall satisfaction and institutional recommendation are influenced by student nationality and destination country, while controlling for the covariates of learning experiences. The result of our analysis is the identification of a conceptual framework for the differences between evaluations (reflecting satisfaction with an experience) and behavioral intentions (willingness to recommend that experience to others), and this important frame has consequences for how institutions recruit and retain international students. These results indicate that student nationality, destination country, and learning experience differentially influence both overall satisfaction and institutional recommendation. The study finds that student nationality and destination country significantly influenced both satisfaction and recommendation. While learning experience "teaching" variables ("program organization" and "quality of lectures") mattered most for overall satisfaction, "study" variables ("English language support" and "employability skills") were mainly associated with institutional recommendation. Practical implications for international educators and marketers are discussed, along with pointers for future research.

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.

Language disorder (LD) is a common childhood condition affecting language development, which can in turn impact children's peer relationships. Although most children with LD are included in mainstream classrooms, there is limited knowledge about the way friendships support or hinder the learning experiences of children with LD in inclusive settings. Typically developing (TD) peers' views tend to get overlooked when considering inclusion but they need to be heard as they too adapt to inclusive classrooms. In this small-scale study, we explored the perspectives of peers on their friendship quality with children with LD. We conducted friendship interviews with classroom friends (n = 9) of 6-8-year-old children with LD (n = 9), who attended the enhanced provision and mainstream classrooms in the United Kingdom and the Republic of Ireland. We used sociometric nomination methods to identify the reciprocal friends of children with LD. We then interviewed these friends using art-based methods and analysed our interview data using thematic framework. Friends of children with LD attending the enhanced provision showed an inclusive mindset and revealed their own strategies for overcoming potential communication barriers. In contrast, friends in full-time mainstream classrooms did not report experiencing communication difficulties when interacting with a peer with LD. We conclude that educational practice should build on those inclusion strategies that children find natural and consider the importance of teaching all children about adjustments that can support inclusion of those with communication difficulties.

The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.

This empirical article presents student affairs and services practitioners' perceptions regarding the sense of accomplishment they feel in their job. Results show helping students, collaborating among colleagues, contributing positively to a broader community, and the autonomous and engaging nature of the work itself provided SAS staff across countries and regions with a sense of accomplishment. Authors discuss findings in terms of supporting SAS practitioners in light of changes globally in higher education's expectations and culture.

In this paper, we report on the outcomes of a survey of students across 12 higher education institutions in Ireland and the UK. Participants were asked to give their views on what tutors should do and not do when they are providing Mathematics Learning Support to students. We present the categories that emerged from an analysis of student responses, including tutor behaviour, teaching methods, content knowledge and management items. We discuss the implications that these responses have for tutor selection and training, how they relate to mathematical pedagogy and we consider the high expectations that students appear to have for tutors, who are providing this supplemental support.

This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults' (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers' strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers' weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.

This research investigated how the bug tracker database of the Virtual Learning Environment (VLE) Moodle is developed as an application of crowd work. The bug tracker is used by software developers, who write and maintain Moodle's code, but also by a wider public world of ordinary Moodle users who can report bugs. Despite many studies of the phenomenon of open source bug fixing and software building, much remains to be answered. Specifically, we sought to analyse the implications of this massively distributed collaborative development process for education and educational technology. The research examined the ways educators interface and contribute to the development of the VLE Moodle at the granular level of bug fixing as an example of a global crowdsourced activity. In this study, twenty community participants were interviewed, from fringe members, to key actors, including lead developers from the Open University, Moodle HQ and Moodle founder Martin Dougiamas. We uncovered rich stories of practices of community members. We found that projects are complex interplays of many actors assuming different roles and identities, and that brokers, or "kindly souls", play a key role in activities such as filing reports on behalf of others, or inducting new members.

This synthesis of 30 qualitative studies examined young people's views on pornography related to their sexual health. Synthesis revealed pornography use is considered normal by young people, reinforced by its usefulness as a tool for pleasure, information, and instruction in the absence of sufficient sexuality education. However, youth can become distressed by misogynistic, racist, homophobic, transphobic, or violent pornography content. Youth lack spaces to discuss pornography with trusted adults, leaving them to manage their use without support and potentially leading to harmful attitudes and unrealistic expectations about sex. Implications include the need for additional research and increased access to inclusive sexuality education.

Following a period of close to a century when the Irish language was placed at the margins of the education system under British rule, there was a radical change in curriculum provision following political independence in Ireland in the 1920s. The importance of the Irish language in defining sovereignty, national identity, and nationhood in the Irish Free State was central to these curricular changes. Within months of the achievement of political independence, curriculum policy was revised to include provision for the teaching of the Irish language to all pupils in primary schools as well as the use of Irish as the medium of instruction in infant classes (the first two years of primary school). The education system became the linchpin in the political and cultural campaign to restore the Irish language as the vernacular. This paper critically examines how nationalist thinking in Ireland, which had its origins in nineteenth-century European discourses, impacted on curriculum decisions pertaining to the Irish language in the early 1900s. Focusing on the interrelationship between nationalism, language, and education, it traces the process and provisions of curriculum development in Ireland in the 1920s. Overall the paper argues that the influence of nationalism as understood in the wider European context of the time shifted emphasis in Ireland away from bilingualism (Irish and English languages) to the revival of the Irish language in the 1920s, primarily through the education system, to add political legitimacy to the new Irish Free State.

As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.

In recent years, arts partnerships have gained increased popularity as a means of delivering arts education and art-in-education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense of purpose and mutual respect, while also developing creative skills, knowledge and expertise. Although many studies on both national and international levels have identified the successes and challenges of arts partnerships in schools, a gap in how these partnerships can enhance teachers' professional development regarding arts education still exists. Therefore, this article discusses the potential impact of arts partnerships and whether these collaborations can act as a professional development initiative, to potentially enable and support teachers in their enhancement of arts education. The evidenced impacts, possibilities and indeed, challenges of such arts partnerships in schools are explored while arts partnerships approaches, policies and directions on a both national and international level, are also discussed. Literature is also critically reviewed regarding the facilitation of, and teacher professional development in, arts education.