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This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing; (2) its research applications; and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.

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 fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers "all," "every," and "each" in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer "all," but there are still some patterns that cannot be explained by mere input frequency, such as children's initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children's developing grammatical systems, and input frequency, interacting with each other.

Research on factors underlying socioeconomic status (SES)-related inequalities in child development mainly focuses on single countries and specific influential factors. Only few studies scrutinize to what extent differences in children's early behavioural outcomes vary across countries and whether the processes that account for them are common or context-specific. The aim of this study was to explore SES-related inequalities and explanatory factors in 3- to 4-year-old children's externalising behaviour as well as their generalisability across outcome variables (hyperactivity, conduct problems) and countries. The study uses harmonised data from three longitudinal large-scale studies conducted in the United Kingdom (UK), the United States (US), and the Netherlands and a decomposition method to comparatively analyse early SES-related gaps and explanatory factors. Results show that the extent of parental education-related gaps varied across countries. The included explanatory factors accounted for significant amounts of gaps in hyperactivity and conduct problems. Yet, while family income and maternal depressive feelings significantly explained gaps in each facet of externalising behaviour across all three countries, other factors were country-specific. In the US and the UK, health-related factors were additionally relevant for explaining early gaps in both child outcomes; in the UK, also structural aspects of the family significantly explained gaps in conduct problems; no other factors contributed to the explanation of gaps in the Netherlands. Mechanisms that might reduce SES-related inequalities in child behaviour and that may be helpful when constructing appropriate interventions are partially similar, yet also significantly different between countries and child outcomes.

I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/UK (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory (SRVI). I applied that measurement model to two new scenarios portraying prototypical moral exemplars (selected from a set of 12) and fitted structural models that identify key antecedents: motivational dispositions (regulatory focus and hedonic orientation) and moral comparisons (opinion- and ability-based). The findings were consistent with network analysis, providing initial evidence of their robustness. By integrating literatures on motivation, emotion, social cognition and comparison within a self-regulation framework, I provide initial evidence to advance theory on moral self-regulation and moral education, with practical implications on how to maximise the upsides of virtue while mitigating or channelling its possible drawbacks.

Parental socioeconomic status (SES) is a well-established predictor of children's neurocognitive development. Several theories propose that specific cognitive skills are particularly vulnerable. However, this can be challenging to test, because cognitive assessments are not pure measures of distinct neurocognitive processes, and scores across different tests are often highly correlated. Aside from one previous study by Tucker-Drob, little research has tested if associations between SES and cognition are explained by differences in general cognitive ability rather than specific cognitive skills. Using structural equation modelling (SEM), we tested if parental SES is associated with individual cognitive test scores after controlling for latent general cognitive ability. Data from three large-scale cohorts totalling over 16,360 participants from the UK and USA (ages 6-19) were used. Associations between SES and cognitive test scores are mainly (but not entirely) explained through general cognitive ability. Socioeconomic advantage was associated with particularly strong vocabulary performance, unexplained by general ability. When controlling for general cognitive ability, socioeconomic disadvantage was associated with better executive functions. Better characterizing relationships between cognition and adversity is a crucial first step toward designing interventions to narrow socioeconomic gaps.

This original study followed up ten beneficiaries of a UK charity-led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow-up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre-university community. They reported benefitting immensely from their international opportunities and were nearly all in high-paying graduate jobs or high-profile graduate programmes. Drawing on Bourdieu's concept of the 'cleft habitus', which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a 'wholesale escape', replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of 'helicopter mobility' to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.

In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do.

Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict, dependency, emotional support, classroom management, and instructional support--and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

It is important that software testing courses at universities provide students with testing skills that are close to the skills needed by industry. To investigate if these courses do accomplish this role, this research provides comparison and empirical analysis of the topics provided by 80 software testing courses in nine countries around the world and the skills that are required by 400 software testing related job advertisements in the same investigated countries. Based on this analysis, the research provides a taxonomy of the testing topics by universities and the needed skills by industry. The main knowledge gaps between testing courses and job ads are explained in detail. The results revealed that the testing techniques with huge gap with industry are load testing, regression testing, performance testing, functional testing, penetration testing, accessibility testing, exploratory testing and compatibility testing. The gaps in other areas of testing are also specified by the research. Providing data analysis of the required testing skills by industry and comparing these skills with the topics of testing courses will help universities to modify the topics and learning outcomes of these courses to make them closer to industrial needs.

In this study, we review institutional and psychological predictors of university students' mental health help-seeking intentions, depression, anxiety, resilience, and perceived university support and structure. An online survey was completed by a convenience sample of 199 university students from the United States, the United Kingdom and Europe (age 18-56 years). A multiple regression analysis identified only depression and perceived university support and structure to be significant predictors of student help-seeking. Organisational structure and support facilities that may benefit student help-seeking and wellbeing are discussed.

Speech problems affect about 66% of children with classic galactosemia (CG), but limited evidence is reported on early motor and sensory motor development in this at-risk population. Research has been focused on speech and language development, leaving a paucity of data on motor and sensory differences. This paper describes preliminary data regarding sensory motor and motor development patterns in young children with CG. Babble Boot Camp© (BBC) is an NIH-funded randomized control trial (RCT) implementing proactive interventions designed to support the speech language development of infants with CG. Cases were randomly assigned to a motor-first group (Motor Milestones), receiving virtual occupational therapy through 14 months, or a speech-first group, receiving virtual speech therapy through 14 months. All cases received speech and language therapy from 15 to 24 months. Controls, typically developing infants, did not receive occupational therapy or speech therapy. Participants were recruited through social media, advertisements, metabolic clinics, and the Galactosemia Foundation. Infants in the motor milestones group were assessed with the Developmental Assessment of Young Children and Sensory Profile-2 pre-enrollment (<6 months of age) and post-treatment follow-up at 2.5, 3.5, and 4.5 years of age. Results show that 17.5% of participants with CG had delays in gross motor, 22.5% in fine motor, and 45% in sensory processing. Data from the Motor Milestones portion of BBC are important emerging evidence for occupational therapy in early intervention, preschool, and outpatient settings. This research supports the need for occupational therapy services during early intervention to minimize or prevent long-term motor and sensorimotor delays in infants with CG. Understanding patterns and addressing literature gaps helps support the need for occupational therapists to address motor delays, improve activities of daily living, play, promote functional independence, and provide caregiver education to best support the occupational performance of children with CG.

Background: Spoken discourse is commonly affected after traumatic brain injury (TBI). Although guidelines recommend prioritizing discourse-level skills in cognitive communication management, previous literature has highlighted challenges in managing discourse clinically. Little is known about how speech-language pathologists (SLPs) assess and treat discourse after TBI. Aims: To investigate current SLP practice to determine the alignment of clinical practice with research evidence and recommendations. Methods & Procedures: This online survey consisted of 30 questions on SLPs' practice with discourse assessment, analysis and treatment processes, including the materials and methods used and rationales for decision-making. Participants were recruited through national and international SLP professional bodies, TBI-specific or SLP special-interest groups and social media. Survey responses were analysed using descriptive statistics, with free text included to support individual responses. Outcomes & Results: There were 70 participants, from Australia, the United States, UK and New Zealand. Nearly half the participants had over 11 years of experience working with adults with TBI and a quarter had over 20 years of experience. Participants reported that they regularly evaluated the discourse ability of people with TBI, most commonly during spontaneous conversation or with a personal narrative task. Discourse intervention approaches mostly targeted client self-monitoring ability, social skills or conversational interactions. Practice varied dependent on setting, with more SLPs in community or outpatient services undertaking discourse assessment and treatment than in hospital settings. Conclusions & Implications: Overall, survey respondents' management of spoken discourse aligned with recommendations in the research literature, incorporating an individualized, goal-based approach. Factors affecting the use of discourse in practice included client-specific factors and needs, availability of time for transcription and analysis, and SLPs' knowledge level and confidence with discourse. Increased knowledge of discourse methods and treatment approaches could help inform decision-making for SLPs working in TBI.

Background: Rehabilitation for cognitive-communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project-based intervention has the potential to improve communication skills and create a meaningful real-life context where individuals collaborate to develop a concrete product, which benefits others. While evidence for this intervention is emerging, the COVID-19 pandemic prompted increased use of telehealth interventions to serve people with brain injury. This paper aims to describe a framework for the delivery of project-based intervention via telehealth within community rehabilitation settings; and present several case studies of telehealth groups completed in the United Kingdom and the United States during the COVID-19 pandemic. Methods: A working group was formed to map the components of project-based intervention onto the rehabilitation treatment specification system (RTSS). This system is a conceptual framework that helps to explain the link between treatment theory and ingredients, allowing a clinician to clearly understand how and why a treatment works. First, a literature search was completed to identify eligible studies on project-based intervention after brain injury. Second, those studies were thematically mapped onto the RTSS to identify important intervention components. Third, the presence of these components was assessed for community brain injury groups delivered via telehealth in the United Kingdom and United States. These groups were further described using a taxonomy of social activities that help to describe the degree of meaningful social engagement. Results: The literature was described with a thematic RTSS summary. Treatment aims focus on skills training and self-efficacy, advocacy and self-empowerment, emotional well-being and quality of life, and collaboration and community belonging. Treatment ingredients involve a range of cognitive and behavioural supports to deliver meaningful activities and contexts to complete a project. Mechanisms of action involve learning by doing and cognitive and affective information processing. All four telehealth groups conducted in the United Kingdom and United States involved at least three treatment aims, >7 targets, and >8 treatment ingredients. All groups reported positive experiences from activities that involve working collaboratively to help others and contribute to society. Conclusions: Project-based intervention delivered via telehealth has the potential for supporting people with acquired brain injury to improve their communication skills and engage in meaningful, collaborative activity. Application of the RTSS helps clinicians to understand the aims and therapeutic ingredients (or clinician activities) through which a person with brain injury may achieve specific treatment targets during the rehabilitation process.

Background: Spoken discourse impairments post-traumatic brain injury (TBI) are well-documented and heterogeneous in nature. These impairments have chronic implications for adults in terms of employment, socializing and community involvement. Intervention delivered by a speech-language pathologist (SLP) is recommended for adults with discourse impairments post-TBI, with an emphasis on context-sensitive treatment. The developing evidence base indicates a wide array of treatment components for SLPs to evaluate and implement within their clinical practice. However, there is limited insight into how SLPs are currently treating discourse impairments and the rationales informing clinical practice. Aims: To explore the under-researched area of clinical practice for spoken discourse interventions with adults post-TBI, including treatment components and clinician rationales, and to contribute towards a shared knowledge base. Methods & Procedures: Participants were recruited via purposeful sampling strategies. Six SLPs participated from Australia, the United Kingdom (UK) and the United States (US). Semi-structured interviews were conducted via Zoom. Interviews were manually transcribed, coded and analysed via a qualitative content analysis approach. Outcomes & Results: Participants described discourse treatment practices across various settings and TBI recovery stages. Results indicated that SLPs used numerous treatment activities, resources and outcome measures. Intervention approaches primarily targeted social communication skills, strategy development/utilization and insight-building. Clinical practice conformed to available guidelines where possible, reflected best practice and incorporated components of the research literature. Participants reported using individualized treatment activities aimed at addressing client-specific factors and rationales prioritized tailored, context-sensitive and goal-directed treatment. Conclusions & Implications: This study provided insight into a previously under-researched area. It highlighted a wide range of treatment activities and factors informing current SLPs' treatment of spoken discourse impairment post-TBI. Overall, clinical practice and rationales discussed in this study were aligned with best practice and emphasized a contextualized, individualized approach to discourse treatment across service settings and stages of recovery. Participants identified areas requiring further support, including access to training, resources and research, and the challenge of finding suitable outcome measures. Further investigation into discourse management post-TBI, from initial assessment to outcome measurement, may help inform clinical decision-making and the transfer of research to practice.

Background: Impaired discourse production is commonly reported for individuals with traumatic brain injury (TBI). Discourse deficits can negatively impact community integration, return to employment and quality of life. COVID-19 restrictions have reduced in-person assessment services for people with communication impairments. Advances in telehealth may help speech and language therapists (SLTs) to assess monologic discourse more systematically and improve access to services for patients who may find it difficult to attend in-person. Aims: To examine the feasibility of telehealth administration of narrative and procedural discourse tasks with individuals with TBI and matched controls. Methods & Procedures: A total of 20 individuals with TBI and 20 healthy controls, aged 18-55 years, were directly recruited from the UK and indirectly recruited from the US. For participants with TBI, time post-injury was at least 3 months with no diagnosis of aphasia. Control participants were matched for sex and as closely as possible for age. Feasibility of measures was based upon the time to administer both narrative tasks, the report of any technological problems, and participant feed. Discourse samples were transcribed verbatim and analysed using story grammar analysis (for narrative discourse) and identification of propositions (for procedural discourse). Interrater reliability was calculated using percentage agreement for 50% of the data. Non-parametric analyses were used to analyse the performance of the two groups. Outcomes & Results: Narrative and procedural discourse samples were collected via telehealth in approximately 10 min with no reported technical difficulties or complaints from any participants. For narrative discourse performance, there were significant differences for the TBI and control groups for measures of complete episodes (p < 0.001) and missing episodes (p = 0.005). No significant group differences were noted for any of the procedural discourse measures. Conclusions & Implications: Results support the feasibility of collecting discourse samples via telehealth. Although the participants' discourse performance distinguished the TBI and control groups on the narrative task, no differences between the groups were noted for the procedural task. The narrative discourse task may have been more difficult than the procedural task, or video cue support reduced the cognitive load of the procedural task. This finding suggests the use of more complex procedural tasks without video cue support may be needed.

Emotional intelligence is a way to enhance workforce capability in the 21st century. Psychological well-being is vital for shaping faculty and student relationships in the educational sector. This article aims to provide an updated methodological review of emotional intelligence studies in academia. This study investigates two decades of emotional intelligence concepts and theories they have used for analysis in numerous studies in higher educational academia. A detailed examination of the method and result of the study was found and critical of the overall state of knowledge on emotional intelligence. The documents are extracted from the Scopus database, and after inclusion and exclusion, 43 empirical papers were selected for analysis. From these 43 articles, we extracted the scale and instruments used in the earlier studies. The literature has proven a substantial linkage between variables such as e-learning, training, and development. Finally, the findings suggest that the most used theories are Daniel Goleman's theory, trait emotional theory, and the bar on model. Moreover, most of the studies are conducted in Spain, the UK, and the USA. Deep learning, neurodiversity, and cognitive ability might motivate the educational sector and technological advancement in future research.

Purpose: The aim of the article is to develop a framework for assessment for contemporary commercial music (CCM) in a music department that is still organised in a traditional way. Assessment of CCM in tertiary institutions and external graded music exams were described and analysed, followed by the presentation of an assessment framework. Design/methodology/approach: This research design is a content analysis. Data was collected through purposive sampling of primary sources of CCM syllabi. These syllabi are used descriptively and analytically for comparison. Findings: The major findings from the content analysis are presented as an assessment framework for CCM. The assessment framework has implications for teaching and learning vocal CCM at both undergraduate and postgraduate in higher education. Practical implications: The study focused on the development of assessment criteria for CCM, in a music department where no degree specialisation for CCM exists, and CCM is manifested in the principal instrument only. The framework for assessment may be useful to practitioners and academics who are attempting to introduce CCM in classically oriented music departments and where external constraints prohibit the introduction of a degree specialising in CCM. Originality/value: This article presents an authentic assessment framework for CCM, that considers its style and performance practices.

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.

Technology integration in higher education (HE) has brought immense innovation. While research is investigating the benefits of leveraging, through learning analytics, the data created by the greater presence of technology in HE, it is also analysing the privacy implications of vast universes of data now at the fingertips of HE administrators. This paper argues that student privacy challenges linked to technology integration occur not only "within" but also "beyond" learning environments, namely at the enterprise level. By analysing the UK and US legal frameworks surrounding how HE institutions respond to parents demanding disclosure of their adult children's personal data in the event of mental health crises, this paper offers an example of real and complex privacy issues, often overlooked by interdisciplinary inquiry, that exist in the 'interstitial space' between HE technology and privacy law. The purpose of conducting a comparative analysis was to demonstrate that countries with different privacy regimes are similarly ill-equipped to address certain student privacy issues at the HE enterprise level, leaving HEIs exposed to potential litigation/regulatory risks. The contribution of this work is to invite greater interdisciplinary awareness of, and inquiry into, student privacy beyond learning environments.

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.

The article provides a global picture of school social work in 2021 using data gathered by the International Network for School Social Work. School social work is a growing specialty around the world. There are school social workers practicing in more than 50 countries. School social workers support students' educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems. Ideally school social workers practice within a multi-disciplinary team to address wide-ranging barriers to education and participate in preventive programs for all students. The article describes the growth of school social work around the world, various models of practice, the role of specialty professional associations, training and standards, and the growth of school social work literature. Changes in the role and practice of school social work since the COVID-19 pandemic of 2020/2021 are included. International communication among school social workers has grown via publications, conferences and the International Network for School Social Work, and continues to assist expansion of the specialty around the world. Implications for the future of social work in education are discussed, a list of national school social work associations is provided and references include literature on school social work from various countries.

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.

Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; M[subscript age] = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.

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.

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.

This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom (n = 16,506), we largely reproduced their pattern of findings that attention and behavior problems measured across the course of childhood predicted a range of adult outcomes including educational attainment ([beta][subscript U.S.] = -0.22, [beta][subscript U.K.] = -0.13) and spending time in jail (OR[subscript U.S.] = 1.74, OR[subscript U.K.] = 1.48). We found that associations with outcomes in education, work, and finances diminished in the presence of additional covariates for children's home environment and achievement but associations for other outcomes were more robust. We also found that attention and behavior problems across distinct periods of childhood were associated with adult outcomes. Specific attention and behavior problems showed some differences in predicting outcomes in the U.S. cohort, with attention problems predicting lower educational attainment and hyperactivity/impulsivity predicting ever spending time in jail. Together with the findings from Moffitt et al., our study makes clear that childhood attention and behavior problems are associated with a range of outcomes in adulthood for cohorts born in the 1950s, 1970s, and 1990s across three countries.

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.

We explore how the influx of foreign funding into the higher education sectors of the United States and United Kingdom has raised the challenge of "reputation laundering"--when foreign donors and individuals use donations to prestigious universities to boost their international public image and offset negative images or reported controversies back in their home country. We outline four pathways for reputation laundering--donations for academic programs/schools, naming rights, honorary degrees and board seats; and the offer of favorable admissions decisions--and examine the variety of policies, practices and safeguards that have been adopted by U.K. and U.S. universities in response. We present evidence, drawn from a survey of U.K. development officers, that university diligence procedures, which usually focus on compliance with the law, often are inadequate for filtering or deterring most types of reputation laundering.

Background/purpose: Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles. Materials/methods: We used the Standards, Assessment, Instruction and Intervention, Leadership, and Sustainability (SAILS) framework (Hasbrouck & Denton, 2005; Hasbrouck & Michel, 2022) to explore and thematically code reflective semi-structured interviews between two LS facilitators. We coded and organized themes to explore the actions, processes, tools, and behaviors that facilitators use. Results: Standards formed a key feature of LS facilitation. Leadership, how the facilitators intervened and supported participants to sustain LS, was a salient theme. The skills, tools, and processes used by the facilitators built upon existing knowledge of LS facilitators (de Vries & Uffen, 2021; Morago & Grigioni Baur, 2021; Mynott, 2018). A fundamental finding is that the facilitator is a leader who needs to be present enough to navigate discussions, yet invisible enough to not get in the way of participant learning. Conclusion: Deepening our knowledge of what the facilitator can do to increase the sustainability of participant learning can help support future LS teams. How a facilitator thinks about aspects of their work in advance, which tools can be used during conversations, and how they summarize learning are all important aspects of their work.

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.

Hygiene education is becoming increasingly popular and is now addressed in both formal and informal education systems. Examining hygiene education research and developing a vision for the future will lead to creating a roadmap for future research as well as an analysis of past research. Research on hygiene education encompasses a variety of subtopics. It is critical for future researchers and thematic studies in this area to determine if there is a pattern to these concerns that cover a wide range of topics. The purpose of this study is to examine the topic of hygiene education using bibliometric analysis. From the Scope Database, 503 records remain for bibliometric analysis. This results in an average number of 5.02 publications per year. 1973 people contributed to the study. Among the top 10, most influential sources in terms of the number of articles are four websites related to dental hygiene. The United States leads the world in both the number of publications and a total number of citations, followed by Canada and China. Most of the research was related to oral hygiene education.

Remote learning has rapidly emerged as one of the most fundamental approaches in facilitating self-directed learning in Higher Learning Institutions. The purpose of this paper was to conduct a bibliometric study on the global trends in research about remote learning during 1961 to 2021 period. A bibliometric analysis of 719 research articles from the Dimensions database was carried out. The VOSviewer1.6.16 software was used to carry out visual analysis of the publications to establish the network and overlay visualization maps. The results indicate that there has been a steady growth of research articles on remote learning during COVID-19 pandemic of which „Polytechnic Institute of Porto? was the leading organization in terms of publications. Countries which are most productive include the United States, Russia and the United Kingdom while "Corter" and "Kreijns" were the most cited authors and "Lima? and "Viegas" were the authors with highest links in terms of collaboration. Regarding the cooccurrence of key words, it was found that keywords such as "experience", "COVID?, "internet" "poverty" "interaction", "inequality", "social emotions" and "online interactions" had strong association with remote learning. The findings suggest the need for developing countries to allocate adequate funds on remote learning.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

This study aims to compare the opinions of optional and compulsory preparatory class students about learning English and the target culture. Furthermore, students' reasons to learn English are examined in terms of independent variables (gender, going abroad and status of prep class). In the present study, data are gathered through a questionnaire in the fall term of 2021-2022 academic year. Data are obtained from 150 participants and analyzed via SPSS 25. Descriptive statistics and inferential statistics are conducted. Findings show that students are motivated to learn English both instrumentally and in an integrative way. In addition, there is no statistically significant effect of independent variables on the reasons to study English and the attitudes towards learning English and the target culture. As a result, this current study offers guidance for teachers while they are preparing their teaching materials. That is, teachers should consider not only the culture of British or American but also they should focus on other cultures.

The lack of exchange between international students and host nationals in Japan has long been a pressing issue, yet very little progress has been made to rectify this situation. In this study, we examined this issue by focusing on how international students in Japan perceive cultural contact with their host and home culture members during their sojourn. The study applied a qualitative approach based on grounded theory, collecting data through semi-structured interviews with 41 international students from China, the United Kingdom, and the United States. According to the social identity and anxiety/uncertainty management approach, we interpreted the findings on how international students manage uncertainty in the Japanese environment by identifying with the host and their own home cultures for their psychological well-being, which we distinguished as intercultural or intracultural contact orientation. International students demonstrated an intracultural rather than intercultural contact orientation due to the host nationals reacting to them as "foreigners."

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.

Digital storytelling is a method often preferred in the education process in terms of its appeal to different senses by creating a multimedia environment, and it may also be used in the development of language skills as it often includes both textual and audio elements. The current study investigates the research trends of digital storytelling, which is one of the methods recently preferred for education and for Turkish language skills development, through an examination of the Web of Science (WoS) database. The study was designed as a descriptive study. Data obtained from 545 academic works published within the context of the study were subjected to bibliometric analysis according to six categories; number of articles and citations, most-cited articles, most-used keywords, most influential countries, most influential institutions, and most influential journals. The study also presents bibliometric network maps of the most-cited articles, most-used keywords, as well as the most influential countries, institutions, and journals. The bibliometric analyses and network maps were performed using the VOSviewer_1.6.16 program. The results of the study show that digital storytelling is a method currently preferred in education. It is thought that examining the global trends of studies undertaken on digital storytelling in education will help to guide researchers looking to work on this subject in Turkish language education or in other fields of education.

The purpose of this study was to examine the studies related to augmented reality applications in sports science and to discuss the results based on this. Articles selected for analysis were found through searches journals in the Web of Science database from 1975 to 2018 were examined and searched using the keywords ("physical education" or "physical activity" or "sport$") and ("augmented reality"). As a result of the search, 44 articles were reached, and 11 articles were excluded from the research because they were not related to augmented reality applications or sports science. The publication classification form consists of the titles "Years, Authors Number, Country, Journals, Age, Sample Size, Variables, Sample Method, Research Method, Data Collection Method and Data Analysis Method." There are a limited number of studies where sports and augmented reality technology are used and interacted together. With the spread of the use of augmented reality and similar technologies in the field of sports sciences, it is thought that such fields as health and education will be positively affected.

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study.

With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers' perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers' thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers' work with TAs.

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.