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Highly cited papers showcase high-quality research and encompass significant themes in the field. This study examined a total of 435 highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences with a bibliometric method. In particular, the bibliometric indicators of the highly cited papers including publication venues, authors, countries, institutions, and the top cited publications were presented and analyzed in detail. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. The top cited publications can be grouped into three categories: guidelines, recommendations based on systematic reviews, and evaluations. The most frequently explored topics based on the Abstract corpus and the most frequently used keywords from VOSviewer mapping overlap to a great extent. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research. [ABSTRACT FROM AUTHOR]

Publishing scientific articles is an expedition of tenacious efforts with patience and conscientious decision-making; however, even with such careful consideration, researchers may overlook the dubious activities of clandestine organizations or remain oblivious to the unethical aspects of publishing. Paper mills are the latest impediment to academic publishing's integrity. The increasing number of paper mill publications damages the credibility of genuine journals and jeopardizes academic integrity, adding to the vulnerability of research. This paper deals with the tactics, activity, detection, impact, and solving the menace of such fraudulent practices. This paper is a summary of existing literature and analysis that aims to increase awareness of fraudulent practices like paper mills among researchers and academicians. [ABSTRACT FROM AUTHOR]

The article in Educational Administration Quarterly calls for papers on the topic of estimation thinking in quantitative research in educational leadership. Estimation thinking focuses on questions of magnitude and evaluates the precision of estimations, rather than relying on traditional binary inquiries. The special issue aims to shift away from dichotomous thinking and promote estimation thinking, which considers factors such as sample size, biases, and variability in data. The objective is to foster a more informed and impactful research framework in educational administration and leadership. The article provides guidelines for manuscript submissions and a timeline for the publication process. [Extracted from the article]

The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. [ABSTRACT FROM AUTHOR]

All universities mandate research, one of the institution's pillars and core mission. Over the last decades, ASEAN nations have been in a rapid transition to motivate and entice their faculty to increase and improve on research productions toward Indexed journals and proceedings. While papers submitted to proceedings have a lower bar in acceptance, Scopus or ISI-indexed journals are something that these institutions strive for, as they are critical to their accreditation and ranking. Unfortunately, journals have mushroomed overnight, and these seemingly suspicious journals collect monetary benefits like reviewing and publication fees to outright fly-by-night research predatory scammers. This has resulted in potential researchers using these and inadvertently sending them to reputable journals. Due to these unfortunate circumstances, this paper aims to support good paper development and submission and dispel beliefs of easy and potentially frustrating efforts. This paper attempts to provide retrospect and reflections on the "frustrations" of an Editor that papers should avoid in a Scopus Indexed Journal. It attempts to identify researchers' innocent or non-intentional practices by providing a set of dos and don'ts that are personalized based on retrospect and reflections of the paper submitted, rejected, and accepted in this Journal. It attempts to share "overlooked" practices that the researchers can use to ensure their papers stand a higher chance of acceptance. [ABSTRACT FROM AUTHOR]

The Department of Education relies on research to make functional decisions that can affect educational practices and resolve significant issues and problems. In addition, the education sector encourages all the teachers to conduct inquiries into their own practices in order to improve teaching and learning, practices and policies through action research. Based on the results of the survey which was answered by the teacher-respondents through the Google Form, the following findings were drawn. Most of the teacher-respondents clearly expressed their insights about action research. They have common perceptions that action research is an initiative which the teachers undertake to seek solutions in the existing problems that the school is experiencing. Likewise, they believe that through action research, the school diagnoses difficulties, and limitations with the goal of addressing the gaps which eventually lead to the improvement of the learners, the teacher, and the whole school community. With regard to the challenges which the teacher-respondents experienced in drafting and completing action research, the three common. The researchers developed an innovation on how to address the challenges of teacher respondents on making an Action Research. It is a workshop entitled CAFE MARS (Capacitate Fellow Educator, More of Action Research Studies). It is a capacity building workshop solely for inquiries about Action Research. This was delivered virtually. After gathering data on the survey, all the controllable factors that were reflected were summarized per category. From these categories, workshop schedule was crafted as to address the variety of circumstances of Master Teachers in making an Action Research. [ABSTRACT FROM AUTHOR]

Research in legislative drafting in Indonesia is compulsory. Output of the research is academic paper (Naskah Akademik) which supports rationale needed for legislative drafting. This academic paper also provides logical and objective argumentation on significance of legislation. Even though research in legislative drafting has become a compulsory since 2011, academics and practitioners found several weaknesses in research methodology. This article discusses two major issues related to research methodology in legislative drafting (developing the academic analysis). The first is dynamics of legislative policy developments related to research methodology for developing academic paper for legislative drafting in Indonesia. The second is weaknesses of legislative policy developments related to research methodology for legislative drafting in Indonesia. This article shows that the national policy on legislation did not provide comprehensive guidance on research methods for developing academic paper for legislative drafting. The existing guideline discussed general issues, which affect quality of academic paper for legislative drafting. As an addition, academic paper for legislative drafting is treated as not more than complementary document for the drafting because it provided neither scientific justification nor arguments. [ABSTRACT FROM AUTHOR]

This article describes the process and tools used to facilitate a collaborative student co-authored paper that was recently published as a short communication in the Journal of Education for Library and Information Science. As the instructor of the course in which the paper project took place, I provide direction here for other LIS instructors on how to successfully facilitate publishable-quality student co-authored papers as an in-class activity using online collaborative teaching tools. This paper project is especially relevant to courses or projects that include social justice topics. [ABSTRACT FROM AUTHOR]

This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.'s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors' work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students' engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards 'breaking ground' through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on 'building ground' through elaborating or employing existing methodological and/or theoretical approaches. [ABSTRACT FROM AUTHOR]

The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues. [ABSTRACT FROM AUTHOR]

Sub-Saharan Africa is facing multiple challenges regarding waste management, economic productivity, and climate change, all of which seriously endanger sustainable development. The concept of circular economy provides potential solutions for addressing this complex, multidimensional challenge. The aim of this paper is to contribute to the academic research and understanding of the circular economy’s status, its application, and its limits in the Sub-Saharan African context. Therefore, the study presents seven Ugandan businesses and entrepreneurs which apply circular economy practices in their operations based on field research conducted in May 2021. The examples touch on plastic recycling, agriculture, carpentry, textile, and paper and packaging industries. The main economic benefits generated are lower input costs, saved waste management costs, and better products for consumers. The improvement of waste collection as well as the reduction of waste landfills and GHG emissions can be considered the most significant environmental benefits. Beside job and additional income creation, better hygienic conditions and improved food nutrient content represent important social benefits. The primary challenges are formed by machinery and production problems which, along with fierce competition over imported products, limit the achievement of economies of scale to support economic sustainability of these initiatives. [ABSTRACT FROM AUTHOR]

In today's world, where data and information are increasingly proliferating, text summarization and technologies play a critical role in making large amounts of text data more accessible and meaningful. In business, the news industry, academic research, and many other fields, text summarization helps make quick decisions, access information faster, and manage resources more effectively. Additionally, text summarization research is conducted to further improve these technologies and develop new methods and algorithms to provide better summarization of texts. Therefore, text summarization and research in this field are of great importance in the information age. In this study, a new operating model for text summarization that can be applied to different algorithms is proposed and evaluated. Sixteen summarization algorithms covering six approaches (statistical, graph-based, content-based, pointer-based, position-based, and user-oriented) were implemented and tested on 50 different full-text article datasets. Four evaluation criteria (BLEU, Rouge-N, Rouge-L, METEOR) were used to assess the similarity between the generated summaries and the original summaries. The performance of the algorithms within each approach was averaged and the overall best-performing algorithm was selected. This best algorithm was subjected to further analysis through Topic Modelling and Keyword Extraction to identify key topics and keywords within the summarised text. The proposed model provides a standardized workflow for developing and thoroughly testing summarization algorithms across datasets and evaluation metrics to determine the most appropriate summarization approach. This study demonstrates the effectiveness of the model on a variety of algorithm types and text sources. [ABSTRACT FROM AUTHOR]

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. [ABSTRACT FROM AUTHOR]

Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process. [ABSTRACT FROM AUTHOR]

Learning styles are a topic of interest in educational research about how individuals acquire and process information in offline or online learning. Identification of learning styles in the online learning environment is challenging. The existing approaches for the identification of learning styles are limited. This study aims to review the many learning styles characterized by various classification approaches toward the automatic prediction of learning styles from learning management system (LMS) datasets. A systematic literature review (SLR) was conducted to select and analyze the most pertinent and significant papers for automatically predicting learning styles. Fifty-two research papers were published between 2015-2023. This research divides analysis into five categories: the classification of learning style models, the collection of the collected dataset, learning styles based on the curriculum, research objectives related to learning styles, and the comprehensive analysis of learning styles. This study found that learning style research encompasses diverse theories, models, and algorithms to understand individual learning preferences. Statistical analysis, explicit data collection, and the Felder-Silverman model are prevalent in research, highlighting the significance of algorithm improvement for optimizing learning processes, particularly in computer science. The categorization and understanding of various methods offer valuable insights for enhancing learning experiences in the future. [ABSTRACT FROM AUTHOR]

The present study aims to provide a comprehensive bibliometric analysis of rubric research. The bibliometric method was employed to evaluate research output in the field. The study evaluated 13,651 Scopus publications from 1850 to 2023using Vosviewer, Biblishiny, and MS-Excel using bibliometric software. Notable findings include an 80% increase in scientific contributions over the previous two decades, with 2023 having the highest publication count at 1172. The study analyzes years, top-cited papers, sources, prolific authors, and leading organizations and countries in rubrics research. Clusters of co-occurring author keywords suggest common topics, including Education and learning methods (Cluster # 1), Professional development and skills (Cluster # 2), Learning and education research (Cluster # 3), Assessment and evaluation in nursing education (Cluster # 4), Assessment and accreditation in education (Cluster # 5), Assessment and scoring in writing education (Cluster # 6), and Pedagogy and innovation in education (Cluster # 7).This bibliometric study provides valuable insights for educators and researchers, guiding future research and enhancing global understanding of rubrics in educational contexts. [ABSTRACT FROM AUTHOR]

The development of learning theories, present societal needs, and the positive empirical findings in the relevant literature support the thesis that inquiry-based learning (IBL) is promising for teaching and learning, which deserves further development. Few studies have been conducted on content analysis of IBL in science education at the international level. However, the overall trends of IBL in science education research trends in Ethiopia are not well known. Therefore, this study aimed to investigate the nature and status of inquiry-based learning research in Ethiopia by employing a quantitative method. A total of 23 studies, including 14 theses, eight articles, and one dissertation were analyzed in terms of the methodological approaches used and the subjects studied. The most frequently investigated IBL science areas were biology (43.5%) and chemistry (34.75%). Guided inquiry (69.6%) (5E model = 65.2% and 7E model = 4.4%) studies were the most frequently investigated inquiry types. Teaching (47.8%) and learning (43.5%) were the most frequently focused subject matters of the studies reviewed, while cognitive elements (58.6%) were the most frequently used research elements in IBL studies, and quantitative studies with predominantly quasi-experimental methods (60.9%) were widely employed. The findings of this study indicated that IBL was found to be a new research area in Ethiopia where it has been practiced in science education at the primary level. This study is considered useful to develop an understanding of the nature and status of IBL research in Ethiopia and provide information on what could be done about IBL in the future. [ABSTRACT FROM AUTHOR]

To celebrate the 50th anniversary of the Australasian Science Education Research Association's annual conference, this paper reviews the last 25 years of the Association's journal Research in Science Education (RISE). All RISE papers, at 4-year intervals (1994–2018; seven volumes), were reviewed: a total of 262/970 (27%) papers. Abstracts, together with the methodology/methods sections, were the main source of data, although theoretical/conceptual frameworks were also identified. Using a range of research indicators (e.g., research theme; paradigm and research design/methodology choice; methods used; sample characteristics; authors' nationality), various trends emerged. Other data and trends were accessed using the Scopus database (e.g., research areas, most cited papers). Comparisons are made with similar reviews of the leading international science education journals (JRST, Science Education and IJSE), as well as White's review for the first 25 years of ASERA (RISE, 27(2)). Findings indicate the increasing diversity of areas investigated, the mix of research approaches used, and a plurality of research designs. Trends are interpreted and overlooked areas identified. Future research possibilities are proffered and the direction that RISE appears to be heading. [ABSTRACT FROM AUTHOR]

A range of research studies have been conducted on either quizes or minute papers as formative assessment tools. A comparison of both tools was done by Kwan through his survey of students learning about the principles of economics. Kwan's study compared the application of a one-minute paper and quiz in the form of extended true-false, multiple-choice, and short answers. However, this article experimentally compared a matching quiz and half-minute paper as formative assessment tools in an Educational Research Design class, a content-based subject taught to university students. The results of the descriptive statistics showed that the matching quiz was more effective than the half-minute paper as a formative assessment tool. Inferential statistics using the independent sample t-test, however, revealed that the difference between the experimental and control groups' posttest mean scores was not statistically significant. This indicated that the matching quiz and half-minute paper could possibly be used interchangeably; however, the teacher should be aware that the matching quiz is more practical but cannot develop students' higher-order thinking skills, while the half-minute paper encourages active learning but takes more time to apply. [ABSTRACT FROM AUTHOR]

Technology-Based Embodied Learning (TBEL) is a hotspot in learning science. By systematically reviewing 49 SSCI journal articles, this paper revealed the relationship between any two of sample group, sample size, duration, subject distribution, research design, and measurement instrument, etc. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, et al. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some limitations and future research directions from reviewed papers. ABSTRACT Technology-Based Embodied Learning (TBEL) has become a hotspot in learning science. This paper systematically reviewed 49 SSCI journal articles. The results mainly indicate that: (1) The learning phase is proportional to sample size; (2) The sample size of experiments is inversely proportional to the duration; (3) The experiment duration may be inversely proportional to the learning phase; (4) The integration between experiments and various subjects in middle and high school still needs to be improved; (5) A variety of measurement tools are used for almost every type of research design; (6) TBEL has been integrated with a variety of embodied learning theories in various disciplines, especially mathematics and language; and (7) Comparing with other interaction modes, tangible interaction is more conducive to achieve a higher degree of embodied learning, et al. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, achieve high levels of engagement and attention, increase positive learning attitude, and decrease cognitive load. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some future research directions from reviewed papers. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Japan Institute of Public Finance (JIPF) was established in 1940 by 63 scholars. Topics include enhancing academic research in public finance, providing opportunities for members to present their research papers; and first post-war Annual Conference was held in 1949 and has been held annually since then in either October or November.

Problem posing engages students in generating new problems based on given situations (including mathematical expressions or diagrams) or changing (i.e., reformulating) existing problems. Problem posing has been at the forefront of discussion over the past few decades. One of the important topics studied is the process of problem posing as experienced by students and teachers. This paper focuses on problem-posing processes and models thereof. We first provide an overview of previous research and then present the results of a scoping review regarding recent research on problem-posing processes. This review covers 75 papers published between 2017 and 2022 in top mathematics education research journals. We found that some of the prior research directly attempted to examine problem-posing processes, whereas others examined task variables related to problem-posing processes. We conclude this paper by proposing a model for problem-posing processes that encompasses four phases: orientation, connection, generation, and reflection. We also provide descriptions of the four phases of the model. The paper ends with suggestions for future research related to problem-posing processes in general and the problem-posing model proposed in particular. [ABSTRACT FROM AUTHOR]

The aim of this Special Issue of I JRST i is to provide a platform for thoughtful and critical examinations of translanguaging theory and pedagogy (García & Wei, 2014; Otheguy et al., 2015; Wei, 2018) in the context of science and engineering education. Call for papers: Journal of Research in Science Teaching - Special issue on "Examining translanguaging in science and engineering education research" This Special Issue serves as an opportunity to bring together science and engineering education scholars who are critically engaging with the questions of "what counts as productive means of communication?". [Extracted from the article]

Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (∼ages 3–11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n = 18), mathematics (n = 14), and problem solving (n = 12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children. [ABSTRACT FROM AUTHOR]

The article discusses the importance of reading and rereading in historical inquiry, particularly in written primary sources. It highlights the challenges of effective reading practices due to the increasing volume of scholarly work, interdisciplinary outlook, and pressure to keep up with multiple subdisciplines. It mentions economists' narrow reading scope, prioritizing recent publications and overlooking interdisciplinary perspectives.

The article invites submissions for the award for the William M. Jones Best Graduate Student Paper in American Culture Studies, to be presented at the annual meeting of the Popular Culture Association/American Culture Association in 2023.

Contribution: This article features a systematic literature review with the objective of presenting a study that reflects the current scenario of research on the cognitive load theory (CLT) in the domain of teaching and learning computer programming. Background: Computer programming is a highly cognitive skill, requiring mastering multiple competencies, and recognized as being difficult to learn, for this reason, the cognitive load (CL) in the learner’s working memory emerged as an influential concept, making CLT one of the most common theories in computing education research. Research Questions: What are the approaches that relate CLT to teaching and learning computer programming? What CLT-related concepts are covered? What evidence is reported with respect to this context? Methodology: Following a formal protocol, a survey was performed for papers linking CLT to teaching and learning programming published between 2010 and 2020. The selection of papers was based on a set of criteria established to drive the selection process, including alignment with the research questions and paper quality assessment. Findings: The approaches applied in the papers are based on measuring the CL; through instructional design based on the development or use of resources or tools, a range of different pedagogy strategies and the CLT concepts. With respect to the concepts, the subjective measurement technique and worked example effect are the most commonly deployed. As far as the evidence reported, the better part is related to the worked example effect and measuring CLs. [ABSTRACT FROM AUTHOR]

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type articel is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues. [ABSTRACT FROM AUTHOR]

Introduction: This paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa. Methods: Drawing from TPACK framework as the study's theoretical foundation, data gathered through questionnaires (N = 186) and in-depth semi-structured interviews (N = 4) were analysed using descriptive and thematic analysis. Results: The study uncovered a ubiquitous deficiency in TPACK competency among the participating life sciences teachers. The teachers demonstrated significant expertise in conventional areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), mainly influenced by teaching experience. However, they exhibited a noticeable gap in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK proficiency. Discussion: This paper aspires to address a significant gap in educational research by spotlighting the often-overlooked rural teaching contexts. In addition, the paper advocates for tailored professional development initiatives to enhance teachers' overall TPACK proficiency. Such initiatives are crucial for empowering teachers to integrate technology into their teaching and improve learning outcomes effectively. [ABSTRACT FROM AUTHOR]

This paper builds on decolonizing educational research discourse. Rich, generative, and diverse forms of knowledge production, includes that of the Caribbean. Specifically, the paper uses the Black Caribbean method of Liming, which is an indigenous methodology. The paper illustrates how educational research practices can be enriched by Black and Caribbean ways of thinking, being and knowing. This diversity would support a pivot from Western methods. The author employs reflections from her dissertation writing and research experience, while highlighting the dire need to incorporate and institutionalize methods from Black scholars, Black communities, and the Global South. Via this paper, I illustrate how Liming has allowed for greater discourse, and learning with the diverse communities served. Liming's contributions are beneficial in educational research as well its utility for other areas of research. Lastly, this paper processes the idea that Caribbean, African-centric, and Black, knowledge- making such as Liming are liberatory. [ABSTRACT FROM AUTHOR]

Many construction management (CM) courses have low enrollment numbers, making them difficult to study using independent measures research designs. However, repeated measures (RM) research designs, which have historically been underutilized in CM education research, can be used to overcome the deleterious effects of low participation by increasing the number of measurements to achieve sufficient statistical power (i.e. 1-β greater than.80). This paper is the final installment in a research series documenting an RM experiment testing the effectiveness of instructional videos on undergraduate CM students. The emphasis of this paper is on the research method – a within-subject, withdrawal-of-treatment, crossover, RM experimental design – chosen for its ability to increase the statistical power for small sample sizes. The final, actual statistical power of the study was.99. Incongruous with most research testing the pedagogical effectiveness of instructional videos, the study found no statistically significant difference between students who were given instructional videos and the control group. Researchers should consider using RM designs to amplify statistical power in studies with low anticipated participation or to avoid missing clear opportunities to improve the quality and precision of their research findings by increasing the quantity of measurements. [ABSTRACT FROM AUTHOR]

Research projects must be carefully designed, executed, and disseminated to ensure validity, reliability, and generalizability. The International Journal of Construction Education and Research (IJCER) is the leader in publishing education-focused scholarship. This mixed methods case study research examined construction education-focused articles published in the IJCER between 2004 and 2023, aiming to showcase the works of the most prolific construction education research publisher and identify actionable areas of potential future research. The scientometric analysis showed largely U.S.-based authorship, with increased international authorship over time and clusters of prominent universities and academics. The thematic analysis showed a primarily qualitative methodological focus, with data provided mainly by students and industry practitioners via surveys. Topics such as BIM education have been potentially researched to the point of saturation. Future research opportunities are proposed, including expanding methodological usage and addressing less-researched topics such as artificial intelligence, underrepresented students, student attraction to construction majors, and program ranking. The findings call attention to the sustained evolution of education research and the growing recognition of IJCER. Additionally, the article details step-by-step guidance on conducting mixed-methods case study research and substantiates the need for construction education-specific research guidelines. [ABSTRACT FROM AUTHOR]

Girls and women continue to suffer at the hands of patriarchal society that excludes them in family resource allocation. The primary objective of this paper is to examine the challenge that leads to the exclusion of family resource allocation in the form of educational resources for African girls and women. This paper adopts a self-study research approach, which is undergirded by interpretivism philosophical methodology. Intersectional feminism offers a lens for questioning the domination and supremacy of patriarchal society that perpetuates girls' and women's vulnerability in the acquisition of family resources in this age. We then discuss how girls and women lead lives marred by hunger, poverty, and inequality. Furthermore, we discuss gender violence and inequality, girl commodification, lessons from matriarchal and patriarchal polities, and gender discrimination at the workplace. We recommend that gender stereotypes and discrimination be eliminated in all social settings; and that at family, society and workplace levels. Finally, that educational institution should reconstruct curricula that should purposively interrogate girls and women's gender stereotyping and discrimination, GBV and other gender issues. [ABSTRACT FROM AUTHOR]

This paper situates the context of the Aboriginal Voices: The state of Aboriginal student experiences in Australian secondary school project special issue of The Australian Educational Researcher in the wider context of First Nations educational research. It outlines the contribution to scholarship that each of the papers within the special issue makes towards developing a more nuanced, research-informed, and deeper understanding about the current state of Aboriginal education in Australia from the voices of those at the coalface. In doing so, this editorial overview highlights that while racism is still rampant across the education sector, and Aboriginal Peoples continue to face deficit discourses about their being and academic capabilities, a new era of sovereign activism is being mobilised by Aboriginal Peoples, and their allies, to drive educational change. [ABSTRACT FROM AUTHOR]

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region. [ABSTRACT FROM AUTHOR]

This study aims to reveal the bibliometric characteristics of publications on educational research from diverse perspectives, including the level of national-international collaborations, the percentage change in open-access papers, and interactions with other disciplines. Through bibliometric analysis, the data were collected from Web of Science (WoS), "Education and Educational Research (E&ER),""Psychology, Educational (PE),""Education, Special (ES)" and "Education Scientific Disciplines (ESD)" categories, during 2011 to 2020. The findings suggest that the number of publications in each category and the percentage of open-access publications have increased regularly. However, it was observed that categories, especially the ES category, were partially falling behind, as compared to the growth in WoS; while the ES and the PE categories were the highest regarding national-international collaborations over time. Both collaboration levels were the highest in the E&ER category. It was concluded that the multi-authorship trend has rapidly increased, the number of references has regularly increased, and specifically, the PE category has been distinguished from others in terms of the references used. Meanwhile, the change over time in the aggregate impact factor, calculated for each category as a measure of the widespread impact of the studies, pointed to inflation. The results show that educational research is becoming more organized and international, while less fragmented. Moreover, the findings support that educational research is interdisciplinary in essence and diverse in content. [ABSTRACT FROM AUTHOR]

Academic text production usually includes various people intervening in the text at different stages of the writing and evaluation process. By focusing on trajectories of English-medium research papers, this article explores the moments and mechanisms of intervention in the text production processes, as well as the associated norm negotiations. The study takes a dynamic approach to text analysis, with focus on tracing the text histories of the research papers from the perspective of how the writing is regulated by different actors and in different ways at various stages along the trajectories. The data include two detailed text histories, covering research interviews with authors and their colleagues, copies of several drafts of the texts, language revisions, written comments from different brokers (reviewers, editors and colleagues), and recordings of research group meetings around writing. The findings illustrate how various evaluation mechanisms and practices function to enable and restrict interventions by specific actors, and how these actors may evoke different evaluating authorities. It is concluded that the moments of intervention serve as sites for (re)negotiating norms and appropriateness criteria. [ABSTRACT FROM AUTHOR]

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This bibliometric study on data mining in education synonymous with big educational data utilizes VOSviewer and Harzing's Publish and Perish to analyze the metadata of 1,439 journal articles found in Scopus from 2010 to 2022. As bibliometric analyses in this field are lacking, this study aims to provide a comprehensive outlook on the current developments and impact of research in this field. This study employs descriptive and trends analysis, co-authorship analysis, co-citation analysis, co-occurrences of keywords, terms map analysis, and analysis of the impact and performance of publications. It also partially replicates a similar study conducted by Wang et al. (2022), who used the Web of Science (WoS) database. The study is reported in an article entitled 'Big data and data mining in education: A bibliometrics study from 2010 to 2022'. Results show that data mining in education is a growing research field. There is also a significant difference between the publications in Scopus and WoS. The study found several research areas and topics, such as student academic performance prediction, e-learning, machine learning, and innovative data mining techniques, to be the core basis for collaborating and continuing current research in this field. These results highlight the importance of continuing research on data mining in education, guiding future research in tackling educational challenges. [ABSTRACT FROM AUTHOR]

This paper provides a rationale and convention for discussing the true limits and interpretation of data collected using unidimensional, summated, Likert-type, and attitudinal scales used in research investigating human behavior, sociology, education, psychology, and other related fields of study. All vague quantifiers must be described in methods and findings. The true limits of the scale and of each vague quantifier should be described. This information should be placed in the methods section. A five-point summated scale, for example, can be interpreted as follows: Strongly Agree = 5 - 4.51, Agree = 4.5 - 3.51, Neither Agree nor Disagree = 3.5 - 2.51, Disagree = 2.5 - 1.51, Strongly Disagree = 1.5 - 1. This paper also provides a rationale and convention for the use of nonstandardized effect size (ES) estimates to describe the magnitude and strength of the effect. This is accomplished by subtracting one summated M from another summated M and interpreted using the following convention: Small (ES = .19 and lower); Medium (ES = .20 - .49); and Large (ES = .50 and higher). The rationale for this is based on the intuitiveness of the measure, true limits of the scale, and scale intervals. [ABSTRACT FROM AUTHOR]

Functional near-infrared spectroscopy (fNIRS) has been applied in educational studies during the past decade, arousing tremendous attention, but lack of a systematic review, which prompted this paper to fill the gap. A systematic search with snowball approach identified 99 peer-reviewed journal papers for in-depth content analysis. The findings revealed that considerable attention was devoted to cognitive domain, while a discernible void was observed in the affective domain, accounting for a mere 10.1% of articles. Most participants were aged between 7 and 11 years old, while the adolescents were not sufficiently investigated. Most studies on infants investigated the temporal region, which showed the great potential of fNIRS exploring language function in the younger age group. More wearable or wireless fNIRS devices applied in education suggested its practicability of cognitive evaluation in physical education and skilled training. Finally, this paper proposed potential prospects for future trends adopting fNIRS in education research (e.g., learning science in real educational context, facilitating brain science in early education, learning analytics based on multi-modal data fusion). [ABSTRACT FROM AUTHOR]