Search

Students who are parents are largely invisible within the Australian higher education sector. We know little about the particular views and experiences of this group at university. This article explores the Potivations perceived challenges to success and self-identified strengths of students who are parents. Our analysis is based on eighteen semi-structured interviews conducted with students who are parents at one multi-campus Australian university. The article contributes new insights to identify university strategies to better support under-represented groups to succeed at university.

The purpose of this study is to examine the effect of missing data imputation methods, namely regression imputation (RI), multiple imputation (MI) and k-nearest neighbor (kNN) on differential item functioning (DIF). In this regard, the datasets used in the research were created by deleting some of the data via the missing completely at random mechanism from the complete datasets obtained from 600 students in Türkiye, the United Kingdom, the USA, New Zealand and Australia, who answered booklets 14 and 15 from the PISA 2018 science literacy test. Data imputation was applied to the datasets through missing data using RI, MI and kNN methods and DIF analysis was performed on all datasets in terms of language and gender variables via Lord's X[superscript 2] method, Raju's area measurement method and item response theory likelihood ratio method. DIF results from the complete datasets were taken as a reference and they were compared with the results from other datasets. As a result of the research, values close to 10% of accurate imputation were achieved in the RI method depending on language and gender variables. In MI and kNN methods, results closest to the complete datasets were obtained at a rate of 5% depending on the language variable. In the MI method, inaccurate results were obtained in all proportions in terms of the gender variable. For the gender variable, the kNN method gave accurate results at rates of 5% and 10%. [The page range (445-462) listed on the PDF is incorrect. The correct page range is 445-463.]

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.

Chinese students studying abroad have been increasing rapidly in the past decades and become a significant financial contribution to receiving countries. Accordingly, understanding their enrollment choice is essential to facilitate college marketing and admission strategies. Though the decision process is believed to be different from domestic students, empirical analysis of Chinese students' enrollment choices is still lacking. This paper fills the void by examining the influential factors of Chinese students' enrollment choice with novel student-level data. We find that in addition to factors domestic students typically consider, such as financial aid and academic quality, Chinese students particularly emphasize college ranking, reputation, and location in their decision process. Furthermore, unlike domestic students who usually prefer colleges with proximity to home, Chinese students' location preference is linked to job prosperity. We also find that the impact of the factors varies for students from different regions of China, which can be attributable to uneven economic development within the country.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.

While many Vietnamese students are reported to study abroad, the experiences of home-making among Vietnamese returning students are paid scant attention to in current research on Vietnamese international student mobility. Following a Heideggerian perspective on building and dwelling at home, this study explores the sense-making of home through conversations with 13 Vietnamese returning graduates. The analysis of the empirical material shows that home which is constructed and experienced by the returning graduates' use of intersecting materials is socially shared. It is an embodiment of returning migrants' engagement in the world with familiarity and discomfort created by their friction with the interrelated materialistic and discursive aspects of life. Their returns involve incomplete life happenings with diverse emotions and experiences of belonging. The findings of this study add nuance to the extant understanding of home as belonging and challenge the common conceptualization of home as a private space.

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of "belonging"; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of "belonging" within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that "belonging" is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

The transformation of higher education provision by neoliberal values has been well documented. However, recent criticisms and even attacks upon higher education indicate a new politics extending beyond neoliberalism. This article draws on the sociology of conventions to unpick the distinctions at work in these new criticisms of universities. By distinguishing between values based in the market world, industrial world and civic world, we elaborate the political basis of recent value controversies around higher education (HE), reflected in policy and rhetoric. Looking to reject aspects of the neoliberal HE model, some critics have sought to revalue higher education upon productivist values, attacking universities for failing to generate 'use' value for students and society. Populist actors have launched stronger criticisms, aiming to revalue higher education on nationalistic and traditional values. This has generated the devaluation of higher education in national public spheres. As higher education has expanded globally, this new politics emerges from conflicts within and between conservative and liberal elites. Trends in Hungary and Brazil indicate the successes and failures of populist attacks on universities. Trends in the United Kingdom and Australia reflect productivist revaluations of market-based HE. Elite revaluation and devaluation is producing an emerging new global politics of HE.

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding "courses and instructors" became popular during the pandemic, whereas most online learning research has focused on "learners" pre-COVID-19. Notably, the research topics "course and instructors" and "course technology" received more attention than prior to COVID-19. We found that "engagement" remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.

In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.

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.

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.

This research is a bibliometric study that focuses on publications containing both terms "technological pedagogical content knowledge" (TPACK or TPCK) and "science, technology, engineering, arts, and mathematics" (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.

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.

Prior to the pandemic, the number of international secondary students in anglophone countries had grown rapidly. Yet these minor transnational learners, most of whom unaccompanied, remain largely understudied and neglected in the educational research and policy discourses. This hermeneutic literature review addresses the literature gap by (a) identifying and synthesizing the available scholarly evidence on the cross-cultural experiences of international secondary students in anglophone countries, and (b) offering a critical analysis and assessment of the evidence that led to identification of knowledge and methodological gaps as well as implications for future studies. A conceptual framework was developed to provide a visual guideline of the cross-cultural adaptation process of international secondary students.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications. Based on the findings, implications for further studies are drawn.

Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented -- often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal imperatives. In addition, the COVID-19 effect has worsened university participation and completion rates, as the global pandemic has placed vulnerable students (often those involved in widening participation initiatives) in more precocious conditions than ever before. Nevertheless, the purpose of this paper is to conduct a systematic literature review comprising 102 journal articles that derive 15 meta-themes to provide a timely introspection of widening participation, show key trends over time, and chart future areas of investigation for scholars and practitioners in this space.

Current research suggests that students who struggle with grammar, spelling, mechanics and other "problems of ability," as well as students who suffer from "problems of engagement," as well as those students who see reading and writing as a chore, can benefit from creative writing assignments and learn to enjoy reading and writing on the college level through this genre of writing. This paper explores several benefits from teaching creative writing in composition courses, and proposes that creative writing assignments be assigned to composition students as a precursor to teaching academic writing. Several Anglophone countries worldwide have been deploying creative writing pedagogies in their English classrooms as replacements for, or supplements to, other forms of college writing with great success.

Generalised moves to online and more flexible delivery modes of teaching have challenged the perceptions and expectations of university educators worldwide. Congruence around educator role expectations, held by both the educator and their students, therefore is central to educator wellbeing, and by default, student success in a changing university environment. Metaphorical analysis is a way to understand perceptions, expectations, and the realities of university teaching. Extending the work of Saban et al. (2007), this mixed methods study of metaphors of university educators from student and educator perspectives found that while educators and students were aligned in conceptualizing teachers, there were increasing expectations on educators to demonstrate higher levels of humanistic personal qualities while at the same time being experts, accredited teachers, and engaging content creators. Educators however saw themselves as something different to how students see them, pointing to a vulnerability for educator wellbeing. The implications suggest more institutional support is needed for the 'being and doing' of teaching and to find better ways to align the expectations of students, universities, and educators. For early career educators, recognising the tension between the reality and aspiration of being a teacher, will go some way towards maintaining educator wellbeing.

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative--to improve formal education at a distance in schools and universities in the future.

Realistic Mathematics Education (RME) is one of the topics that was introduced about fifty years ago and has been studied continuously since then. The purpose of this study is to bibliometrically analyze the articles on the subject ofRME. Using the keyword "realistic mathematics education," 1056 articles were found related to the subject area of RME, which were scanned in the Scopus database in the "Social Science" publication type between 2000-2021. Retrieved articles were analyzed through the web interface page directed by bibliometrix, the R-Studio program package. With the analysis made, the following sub-titles were found: the number of articles produced by years, the authors and journals that published the most articles on the subject area, the most cited articles on a global basis, the annual average number of citations, the productivity of the authors over time, the citation burst values of the authors, the countries of the responsible authors and collaboration tendencies of these countries in terms of articles, word cloud, word tree map, collaboration network of authors, and joint citation network of journals. The results revealed that researchers' interest in the subject increased after 2012, and articles on RME were mostly published by three major journals, including Journal on Mathematics Education, Journal of Mathematical Behavior and Educational Studies in Mathematics. In addition, it has been determined that the authors with the most articles on RME were Zulkardi Z., Suparman S. and R. I. I. Putri, and the countries that published the most articles were USA, Indonesia and Netherlands. As a result of the relevant results, inferences were made for RME.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students' growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed.

This corpus-based study explores the expression of gratitude in the acknowledgement section of doctoral dissertations in both English and Arabic. The objective is to analyse how gratitude in academic discourse is structured in these languages and to explore any differences related to gender. The study examines 80 dissertations (40 in English and 40 in Arabic), further divided by the authors' gender (20 male and 20 female for each language). Data collection involved searching for doctoral dissertations from various sources, verifying the authenticity of the native language through biographical checks, and categorising the acknowledgements based on the year and field of study. The analysis utilised a mixed-methods approach based on Hyland and Tse's (2004) framework, enabling quantitative and qualitative text analysis. The study revealed distinct differences in gratitude expression patterns between English and Arabic dissertations: English acknowledgements often used performative verbs and adjectives, while Arabic acknowledgements primarily employed nominalisation. Notably, Arabic texts showed no use of passive constructions or adjectives. Gender-related differences were also observed, such as the preference for nominalisation among male Arabic authors and the preference for bare mention among female English authors. These findings underscore the significant cultural and linguistic influences on the construction of gratitude in academic acknowledgements. The research contributes valuable insights into pedagogical approaches to teaching academic writing and highlights the interplay between language, culture, and gender in scholarly communications.

There are many varied approaches to involving parents in assessment, but a coherent knowledge base is lacking. To gain a deeper understanding of the role of parental involvement in student learning, we accessed journal articles from three databases following the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA) guidelines. Two hundred and eleven articles were generated, but upon application of exclusion criteria, 25 articles remained for final analysis. We examined the outcomes and approaches for parental involvement in assessment, including the research focus, countries, school context, research design, the terminology used, definition, and challenges. The findings of our review highlight the competing understandings of parental involvement, geographical, theoretical, and practical gaps. We also highlighted significant areas for future investigations.

Background: Studies indicate that access to nature may increase general human health and wellbeing. As a learning environment, the outdoors can also positively influence children's personal and social growth, healthy development, wellbeing and learning abilities. To maximise the potential offered by outdoor learning, it is necessary to gain deeper understanding of its implementation, particularly in early childhood education and care (ECEC) settings. Purpose: This review study sought to explore a small subset of relevant literature in detail, in order to identify and describe the noted benefits and challenges of implementing outdoor learning in early childhood. Method: A narrative synthesis was undertaken. In total, 20 studies from 10 different countries on learning outdoors during ECEC were selected for in-depth analysis and synthesis. The benefits and challenges of outdoor learning implementation in ECEC were identified and categorised using thematic analysis. Findings: The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children's holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers' understanding and knowledge around organising and implementing outdoor learning opportunities for young children. Conclusion: In addition to highlighting the compelling potential benefits of outdoor learning in ECEC, the study findings draw attention to the need for teachers to be supported in developing the required competences to implement outdoor learning. In particular, introducing multimodal outdoor learning into educational practice necessitates pre- and in-service teacher education and professional development.

The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms "emotional intelligence," "teaching," and "education" were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.

A trend towards evidence-based practice has developed in policy and practice in the United Kingdom, the United States, and Australia in recent years, evolving to become a powerful hegemonic force. This paper considers this latest impetus to teach according to the mandates of a narrow evidence base as a symptom of the post-truth condition, one that elevates a limited body of evidence to an infallible position. Drawing on interviews with practicing teachers and critical discourse analysis of policy texts, this paper explores the homogenizing effects of a tyrannical evidence-based movement, using Antonio Gramsci's (1971) writing on the relationship between consent, coercion, and the maintenance of cultural hegemony. This paper argues that the contemporary policy landscape obtains consent from teachers to accept its claims through a coercive paradigm built from a powerful set of hegemonic discourses, such as "what works" and "evidence-based." These discourses, this paper suggests, need to be considered within the current post-truth context, where the dismissal of research claims is akin to scientific skepticism; a dynamic that places teachers in an impossible bind where the evidence underpinning policy is protected by a paradigm that makes it difficult to question.

The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that traditionally have been slow to respond to sudden external influences, universities struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff's readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience.

When researching with or about families in home-based research, there are numerous unexpected ethical issues that can emerge, particularly in qualitative research. This paper is based on reflective accounts of four homed-based research projects, two in the UK and two Australia, which examined ethical dilemmas identified when engaged in home-based research with young children. Using a synergy of ecocultural theory and Foucauldian ideas of Heterotopia as theoretical conceptualisations, the authors employed reflective lenses to guide their approach, and examine dilemmas and complexities when conducting research in the home. We argue that, to address ethical dilemmas, researchers need to problematise and reflect upon the nature of respectful approaches and the ethical implications of their behaviours. We conclude that, although ethical codes are valuable when researching families at home, researchers should plan for and forefront their methodological approaches in ways that are family-centred, whilst also framed by practices that are ethical, respectful and reflective to the situated contexts of family's ecologies and heterotopias.

This research investigated the typical grammatical structures, topics, and address terms for the victims in the news of Tham Luang cave rescue on Twitter published by four broadcasters: Bangkok Post, CNN International, BBC World News, and ABC News. The sample was 454 news tweets posted by the broadcasters between June 25, 2018 and July 15, 2018. The instruments were a syntactic analysis table, a topic analysis table, and an address term analysis table. The results showed that (1) the most typical grammatical structure used in the news by all broadcasters, except BBC World News, was simple sentence, (2) the most frequently-addressed topics in Bangkok Post and BBC World News were settings, while those in CNN International and ABC News were victims, and (3) the most frequently-used address terms for the victims in the news by Bangkok Post and BBC World News were address terms associated with age and gender combination and those associated with occupation, while this frequency order was in reverse in the news by CNN International and ABC News. Certain statistically significant correlations were also witnessed. The findings provided insights into certain similarities and differences in typical grammatical structures, topics, and address terms in the news tweets posted by the four broadcasters, and they also reflected English-language news publication on Twitter in general.

This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing co-authorship, co-occurrence, and citation by considering author, keyword, country, journal, university, and publication variables. As a result of the bibliometric analysis, it was concluded that the United States was leading the field and significantly publishing more studies. Top performing organizations were in Taiwan and the United States. According to the keyword co-occurrence analysis, "game-based learning" was the most used keyword followed by "serious games" and "gamification". Co-authorship status results show that collaboration between researchers in the field was not high and the number of researchers in co-author groups was small. It was found that the most influential research was related to literature review on games and the effectiveness of games on motivation or learning and Computers & Education was the most published and cited journal in game-based educational research.

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module's subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, "Assessment & Evaluation in Higher Education" and "Computers & Education" are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word "e-assessment, e-learning, assessment, moodle" appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for "online assessment". The subject is comprised of three components: "distance learning", "accessibility", and "assessment design". The most important topics were "e-assessment", "higher education", and "online learning". According to the country participation network, the USA and UK were the two main centers.

This study aims to conduct a bibliometric analysis of the literature on sports nutrition as recovery published between 1964 and 2022. This study illustrates the structure and trends in sports nutrition publications by using scientific mapping and analyzing publication performance. This study identified the contributions of authors, journals, countries, and widely cited articles. While there was no massive expansion in the first year of publication, the results show that high growth emerged in the 2010s. Several countries have made significant contributions to recovery research in sports nutrition. European countries account for the majority of publications on this subject. Latin American and Asian countries are also keeping an eye on the study's growth. Another finding is that various multidisciplinary publishers publish articles about sports nutrition. The International Journal of Sports Nutrition and Exercise Metabolism, on the other hand, is the journal that publishes the most articles. Burke L.M. has established himself as a prolific writer in this field, producing many documents and total citations. Several keywords have large nodes associated with their frequency of occurrence. The keyword relationship provides information about the relationship between keywords frequently appearing in one study. Visualizations of research trends are presented to provide an up-to-date reference guide for academics, revealing critical research gaps and potential research avenues for future studies to advance the discipline's consolidation.