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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]

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]

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]

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]

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 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]

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Purpose: Chinese Educators, referred to as Jiaoyujia (教育家) in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's (李吉林) contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods: A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen's "Asia as method" idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings: Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value: This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China. [ABSTRACT FROM AUTHOR]

This study offers a comprehensive analysis of COVID-19 research in education. A multi-methods approach was used to capture the full breadth of educational research. As such, a bibliometric analysis, structural topic modeling, and qualitative synthesis of top papers were combined. A total of 4,201 articles were retrieved from Scopus, mostly published from 2019 to 2021. In this work special attention is paid to analyzing and synthesizing findings about: (i) status of research about COVID-19 regarding frequencies, venues, publishing countries, (ii) identification of main topics in the COVID-19 research, and (iii) identification of the major themes in most cited articles and their impact on the educational community. Structural topic modeling identified three main groups of topics that related to education in general, moving to online education, or diverse topics (e.g., perceptions, inclusion, medical education, engagement and motivation, well-being, and equality). A deeper analysis of the papers that received most attention revealed that problem understanding was the dominating theme of papers, followed by challenges, impact, guidance, online migration, and tools and resources. A vast number of papers were produced. However, thoughtful, well-planned, and meaningful research was hard to conceptualize or implement, and a sense of urgency led to a deluge of research with thin contributions in a time of dire need to genuine insights. [ABSTRACT FROM AUTHOR]

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland. [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 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]

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]

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]

The rapidly increasing capacity of technology to collect, organize, and manage data has spurred changes in the practice of statistics: new methods of collecting data, large data sets, new forms of data, different ways to visualize and represent data, and recognition of the importance of being able to understand and to communicate data-based arguments and findings from the perspective of data consumers and data producers. Using a narrative review based on Delphi methods, wee asked leading members of the statistics education community to describe trends they have observed in the field and to identify interesting and relevant papers related to those trends. We received 24 responses and over 200 suggestions for papers. Our analysis included papers published in journals, book chapters, conference proceedings, handbooks, and curricular documents. We focused on future directions for statistics education research, and thus included articles based on opinion or principles if the arguments made a strong case supported by evidence as to why the idea was needed. From our analysis of 50 papers in this review, we suggest four emerging themes in statistics education research, challenging what should be taught and suggesting new ways of thinking about the teaching and learning of statistics: Data Science, Visibilizing Statistical Concepts, Social Statistics, and New Contexts for Learning. The review focuses on articles from 2017-mid 2022 and highlights the relevance and importance of each theme. Our choice of a particularly important paper for each theme is annotated in the references. [ABSTRACT FROM AUTHOR]

Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes. [ABSTRACT FROM AUTHOR]

Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field. [ABSTRACT FROM AUTHOR]

The Teacher Education Advancement Network Journal's editorial highlights a collection of research studies conducted by teacher educators and teachers. The studies cover a range of topics, including the experiences of teacher educators during the shift to online teaching due to the Covid-19 pandemic, children's recall of key ideas in primary school science, teachers' use of technology in Nepal, remote observations of teaching in Scotland, student teachers' understanding of phonics and reading, college-school partnerships in Israel, the preparation of student teachers for teaching diverse classrooms in England, teacher education programs that aim to develop change agents in Israel, addressing decolonizing the curriculum and anti-racist education in teacher education programs in England, finding a balance between content delivery and inquiry-based approaches in history teaching, and the time spent on-task by student teachers in the Faroe Isles. The journal aims to promote scholarly practitioner research and professional inquiry in teacher education. [Extracted from the article]

This paper presents key findings from a study that aimed to critically examine the practice of outdoor education in the Republic of Ireland. It consisted of 10 months of fieldwork across four public Outdoor Education and Training Centres (OETCs). Data were generated through participant observation, informal conversation, as well as centre websites. Findings from the thematic analysis are presented in the form of a creative non-fiction story—principally to protect the identities and centres involved. The findings were then interpreted through the theoretical lens of McDonaldization. Considering the dearth of outdoor education research in Ireland, McDonaldization provided a lens through which it was possible to more deeply understand how rationalisation has affected Irish public outdoor education practices. The discussion explores practices inconsistent with the stated Irish definitions of public outdoor education and the paper concludes with suggestions as to how the McDonaldization of outdoor education may be countered. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a lens of awareness to communicate the component parts of a study that examined preschool children's understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher's versus the participant's experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research. [ABSTRACT FROM AUTHOR]

Learning and teaching to program is an arduous task. It requires a lot of commitment, dedication, and passion from everyone involved. Programming courses have high dropout and failure rates. Throughout time, several educational research works have been carried out to study the different learning processes and characteristics of students. With this work, we present and describe our vision and model of teaching and learning of initial programming to minimize the problems. We present a technological tool, called HTProgramming (Help To Programming), which complements the teaching and learning process. This allows students to practice a wide variety of activities with immediate feedback, directly related to content and themes for learning programming. It allows the teacher to follow the whole process and students' results. Using a machine-learning (neural network) predictive model of student failure, it will allow the teacher to anticipate possible student failure and act quickly. In this paper, we apply the Design Scientific Research Methodology to tackle teaching and learning difficulties to initial programming. We also include the results and evaluation of the application. Students consider the application an important tool for their learning process. The student failure prediction model presents very realistic values. [ABSTRACT FROM AUTHOR]

Interpretative Phenomenological Analysis (IPA) is an established qualitative methodology widely adopted within health-based research. However, one gap in the literature is that little has been written about IPA's employability within educationally situated research. Our paper aims to demonstrate that IPA is a suitable methodology for education research. This paper has two parts. In the first part, the authors utilise the method of exegesis and theoretical analysis to explicate and provide clarity concerning the often-misunderstood philosophical and theoretical background of IPA. In the second part, we advocate for IPA as a suitable option for qualitative research in educational contexts. To execute this advocacy, the authors present a specific example of qualitative research that successfully employed IPA as its methodological approach and system for analysis. We present the details of a research project that utilised IPA to explore spirituality in early childhood education contexts, and in doing so the authors illustrate how the theories and methods of IPA can be actualised, thus introducing IPA into education contexts in a coherent fashion. The overall aim of the paper is to affirm IPA as a viable qualitative approach for education researchers. [ABSTRACT FROM AUTHOR]

The introduction of statistical concepts into school curricula in Australia and New Zealand in the early 1990s initiated an ongoing research program into the learning and teaching of statistics and probability in both countries. This paper reviews the contribution of Australian and New Zealand researchers to building statistical literacy at school, alongside international developments. From recognising how students develop understanding of specific statistical and probabilistic concepts, through teacher knowledge and beliefs for teaching statistics, to intervention studies and targeted teaching, the field of statistics education has grown and changed. Statistics and probability are now well established as part of the mathematics curriculum. The importance of linking statistical literacy and statistical understanding across the curriculum, as well as in STEM, has also begun to receive attention as other subjects have recognised the importance of data in their fields. Following a comprehensive review of the field in Australia and New Zealand, this paper then considers emerging areas of interest, such as new approaches to data visualisation, and suggests future research. [ABSTRACT FROM AUTHOR]

In an economic environment defined by precarious and gig-based labour contracts, academic research has been reimagined as a source of income for research participants. In addition, with the rise of online labour platforms, researchers have turned to online labour platforms as a solution to the increasing difficulty in recruitment of participants in research. This present context makes explicit the hidden labour that research participants have always done in the production of research outputs within academia. This paper develops a Marxist lens through which we can understand the material conditions of the circulation of capital through academia and the role of research participants in this mode of production. By developing this broad analytical framework for the academic mode of production, this paper further argues that our present economic epoch of the gig economy and specifically the use of digital labour platforms for academic research, has accelerated the subsumption of research participation as a source of income through the fragmentation of work and the gigification of everyday life. [ABSTRACT FROM AUTHOR]

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world. [ABSTRACT FROM AUTHOR]

With a growing new materialism paradigm and research on multimodality, there is an increasing attention on the role of material objects in science teaching and learning. However, there is currently no available framework, coding scheme, or method of inquiry to specifically analyze the use of material objects in science meaning-making. This paper presents and discusses two analytical frameworks developed to examine teachers' and students' interaction with material objects during classroom discourse. The first analytical framework was theoretically informed by multimodal interaction analysis (MIA), focusing on humans' situated interaction using embodied and disembodied modes located in the material world. The second framework was informed by social semiotics multimodal analysis (SSMA), focusing on material interaction as a semiotic mode with unique affordances for sign-makers to make meaning alongside other semiotic modes (e.g. speech, gesture). Both frameworks are used to analyze two vignettes of classroom discourse generated from video data to illustrate their applications, coding procedures, and interpretative potential. The MIA-informed framework highlighted the dynamic and reciprocal relations between students' experiences and the transformation of materials, while the SSMA-informed framework highlighted the subtle meanings constructed with the unique affordances of the material mode. The affordances and limitations of the two frameworks are discussed, along with their compatibility and complementary relations. This work contributes to the emerging field of materiality in science education research and provides a foundation for future studies on the analysis of material interaction in science meaning-making. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

How to better grasp students' learning preferences in the environment of rapid development of engineering and science and technology so as to guide them to high-quality learning is one of the important research topics in the field of educational technology research today. In order to achieve this goal, this paper utilizes the LDA (Latent Dirichlet Allocation) model for text mining of the survey results on the basis of a survey on students' self-perception evaluation. The results show that the LDA model is capable of extracting terms from text, fuzzy identifying groups of students at different levels and presenting potential logical relationships between the groups, and further analyzing the learning preferences of students at different levels for IT courses. Based on the student's learning needs, this paper proposes recommendations for developing students' learning effectiveness. The LDA method proposed in this paper is a feasible and effective method for assessing students' learning dynamics as it generates cognitive content about students' learning and allows for the timely discovery of students' learning expectations and cutting-edge dynamics. [ABSTRACT FROM AUTHOR]

This research provides a complete bibliometric analysis of scholarly publications on civic engagement in public decision-making between 2014 and 2024. Using the PRISMA methodology, the study reduced a corpus of 208 papers to 136 for further examination. The study examines how educational research enables citizens to participate in public decision-making. The data demonstrate an increasing trend in research that focuses on incorporating civic engagement activities into educational curricula. One major finding emphasizes the positive impact of civic engagements initiatives on instilling civic duty and decision-making in pupils. This increases the chance of future community involvement and informed voting. The study also identifies a gap in research on effective strategies for reaching underserved communities. The findings can be used to create curricula that provides students with the knowledge, skills, and confidence they need to actively shape their communities. Policymakers can use this knowledge to create educational initiatives that promote a culture of informed citizenship. Researchers acquire a platform for future research into bridging the equity gap in civic engagement education. Finally, this research emphasizes the critical importance of education in fostering a dynamic democracy. [ABSTRACT FROM AUTHOR]

The article is a discussion of the concept of power in three different social theories that are often applied to educational research: the theories of Jürgen Habermas, Pierre Bourdieu, and Michel Foucault. In everyday life, the concept of power is used as if it only had a single connotation: power as possessed by someone (“the powerful”) while exercised over someone else (“the powerless”). In this case, power is considered as a (potentially) repressive force and ascribed to a person, a culture, a state, or a society. Though, power can be comprehended otherwise: as non-possessed and productive. In the paper, the three conceptions of power are presented and discussed in relation to each other and to specific philosophical themes like dualism, reductionism, determinism and autonomy, truth, normativity, and relativism. Finally, the paper shows that the applied powerconcept has significant consequences for the way the educational researcher analyzes conflicts, and therefore also for our understanding of the world in which we live. [ABSTRACT FROM AUTHOR]

The current growth of competitive project-based funding (CPBF) as a funding instrument for academic science reveals that public funding plays a critical role in the spreading of the capitalist relations of production in academia. However, this issue has not been properly addressed in the extant literature. This paper examines CPBF in the light of the determinations of capitalist relations of production captured by the Marxist notion of 'formal subsumption of labour under capital'. It will then show that CPBF mediates commodity-based productive relations between funding agencies and academic institutions, and that the latter are, in turn, premised on the separation of academic labour from the objective conditions of knowledge production. It will be also demonstrated how CPBF reproduces and deepens that split, leading from the partial to the complete formal subsumption of academic labour under capital. Our analysis challenges the assumption that increased public funding will put to a halt the commodification of academia and academic research. [ABSTRACT FROM AUTHOR]

In this theoretical paper, an epistemic logical model for analysis of students' argumentation and proof processes is presented. The model is conceived as a methodological tool addressed to the researcher in mathematics education that aims to shed light on the relations between argumentation and proof, highlighting the continuities and discontinuities within and between them. It reconciles the epistemic logic approach, which takes into account the exploratory phases of a statement, linked to argumentative processes, and the deductive logic approach, which takes into account the phases linked to proof in a classical sense. The model is based on Vergnaud's concepts- and theorems-in-action, on Duval's distinction between the epistemic and logical value of verbalised propositions, and on elements of Oostra's intuitionistic existential graphs, a kind of graphical topological logic rooted in Peircean thought, adapted to mathematics education research by considering also shifts in the classical existential graphs. After exposing the theoretical grounding the model is based on, some examples taken from the literature are examined to exemplify how it works. [ABSTRACT FROM AUTHOR]

This paper discusses dramaturgy and artistic research's evolving role in theatre education, focusing on the Master's programin Theatre at Oslo National Academy of the Arts as a case study. Drawing inspiration from Richard Jochum's ideas in "After Artistic Research," the paper highlights the shift towards incorporating artistic research into the curriculum of art universities. However, it acknowledges the challenges in establishing a clear framework for artistic research within these institutions. The author argues that teaching and practising dramaturgy and artistic research in theatre academies have significant implications, marking a departure from traditional theatre education paradigms. The paper aims to contribute valuable insights and practical strategies to educators and practitioners involved in theatre education and artistic research, emphasising the importance of understanding and navigating the complexities of this evolving field. [ABSTRACT FROM AUTHOR]

The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research. [ABSTRACT FROM AUTHOR]

Recent years have seen an increase in the acceptance and recognition of engineering education research (EER) on a global scale. In particular, over the past ten years, EER has increased in India. Since EER is still in its early stages in India, it is important to comprehend the various EER research methodologies so that the most appropriate ones can be used when carrying out EER-related activities. Three methodologies are used in EER: quantitative, qualitative, and mixed. This paper's goal is to provide a thorough explanation of all the steps used in qualitative research methods for EER, along with relevant examples. Qualitative research is an investigation of a research topic under consideration by collecting non-numerical data to understand perceptions, opinions, experiences or beliefs of individuals or group of individuals. In qualitative research studies, data is collected through interviews, observations, focus group discussions, studying documents, etc. Qualitative research methods are used to fundamentally gain a unique in-depth understanding of a research topic which otherwise is difficult to explore through surveys used in quantitative research. The various steps involved in a qualitative research study typically consist of (1) concentrating on your interests and choosing a research topic, (2) framing research questions to be investigated, (3) conducting a thorough literature review, (4) choosing/creating an appropriate framework to guide the study, (5) designing the research, (6) choosing the research site and research participants, (7) collecting data, (8) analyzing the collected data, (9) documenting significant findings, and (10) publishing results. Qualitative research has many benefits, including the collection of rich data, detailed evaluation of the data, an open-ended research process, the development of specific insights, etc. As a process document to direct themselves when conducting qualitative research projects, this paper will be helpful to beginning engineering education researchers. [ABSTRACT FROM AUTHOR]

This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

In order to explore the impact of education and training of farmers' professional cooperatives on agricultural green production, this paper uses the Oprobit model to analyze the impact of the time, methods, and content of cooperative education and training on green production willingness based on 534 micro-survey data of cooperative members in Sichuan Province. And then the instrumental variable method (IV-Oprobit) is used for endogeneity treatment and robustness test. The results show that: (1) Cooperative education and training time can significantly promote the green production willingness of members. Specifically, for every additional hour of education and training, the probability of "very willing" to participate in green production increases by 1.7%; (2) the four types of education and training methods of cooperative project demonstration, on-site training, bulletin board publicity, and online information publicity are all positively affecting the willingness of members to green production, and on-site training is the most effective method; (3) the three education and training contents of cognition, emotion and skills all positively affect the green production intention of members, and cognition is the most effective content; (4) the methods and contents of cooperative education and training have an interactive effect on the influence of members' green production willingness. Based on this, this paper proposes policy suggestions to optimize the functions, training methods, and content design of green production education and training in cooperatives. [ABSTRACT FROM AUTHOR]

This paper tries to suggest a reconsideration of the needs analysis procedure regarding the ESP courses for the students of art (here, media arts) with an emphasis on the distinct contextual nature of such courses and the necessity of noticing the participants' own varying perceptions of their needs. Respecting the need for considering also the 'wants' in ESP, the data was collected from the students who participated in various media English courses at all academic levels (Bachelor's, Master's, and Ph.D.) in one of the unique Asian academic institutions focused on media-related fields. The paper, particularly, argues for acknowledgment of 'specific' wants (i.e., target students' own perceptions) in the particular media ESP context. While the proposal is supported by the participant students' (N = 153) narrated opinions gathered and analyzed through metaphor analysis (derived from "Cognitive Metaphor Theory"; CMT) now in service for the ESP needs analysis, it is stressed that traditional needs analysis procedures will not necessarily satisfy all ESP courses' requirements. Due to the fact that, to a large extent, different academic/professional communities possess their own distinct non-generalizable properties, the recommended procedure includes serious consideration of the context-bound feedback received from the students, as well. They broadly encompass tuning the content, resources, activities, and tasks regarded for various ESP courses to the very particular tastes of their target students. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the significance of re-humanizing education and educational research within an AI-dominated era. We also suggest that tactile learning, often overlooked in educational research and digital pedagogies, cultivates unique ways of multi-sensory knowing and encourages holistic understanding, complementing intellectual learning and enriching research processes. Using the metaphors and practices of weaving, knitting, and crocheting, we argue that tactile experiences, especially those involving fiber crafts, create a fabric of interconnections, fostering growth and intellectual expansion. Exploring the applicability of tactile learning in the educational landscape, we examine a number of scholarly works that demonstrate the benefits of integrating fiber craft activities in educational settings across various learning levels. We also delve into the role of researchers as makers and weavers, arguing that the tangible act of textile creation, namely tapestry-making and knitting, encourages reflexivity and allows for revisiting assumptions, refining and deepening meaning-making. We further emphasize the potential of tactile learning as a tool for fostering inclusivity in education and accessibility in the dissemination of research findings. Recognizing the need for academic work to be comprehensible beyond the confines of academia, we suggest the use of tactile representations, such as a woven tapestry, as non-traditional, creative ways to share research outcomes with a wider and more diversified audience. In essence, this paper underscores the potential of a combination of tactile learning and reflexivity in inspiring new insights and threading humanity back into education and educational research. [ABSTRACT FROM AUTHOR]

The increasing internationalization of Higher Education Institutions has facilitated universities from East Asian countries like Taiwan, Korea, and China to value university rankings more in enhancing their admissions and reputation. Especially when Taiwan and China are all considered belonging to Chinese social community, returnee doctorates are assumed to possess international experience that is theoretically helpful to improve their research productivity and university employers generally prefer foreign-trained doctorates. However, there is little research to prove that returnee doctorates are more productive than local doctorates because of more frequent international mobility. This research examines a University in Taiwan, a prominent academic research university, credible for its research productivity. From the perspective of bibliometrics, this study used the Scopus International Academic Database to identify publications, citations, and Field Weighted Citation Impact (FWCI) as credible indicators of research productivity, controlling for personal background, doctoral training, international mobility, and research collaboration. We hope that the differences in research productivity between local and returnee doctorates can be measured more comprehensively and objectively. The results of this study found that there is a significant difference in the higher FWCI score of research publications between local and returnee doctorates, and further found that there is a significant positive relationship between local doctorates, published papers during doctoral studies, prestige of supervisors, and international and domestic research collaboration on research productivity. Those that identified international mobility in careers had a stronger impact on research productivity compared to those of the doctorate educating stage, and both international and domestic research collaboration were important for research productivity. The results based on empirical analysis broke the myths of returnee doctorate corresponding to high research productivity in this study, and can serve as a reference for faculty recruitment and research environment enhancement in research-oriented universities in Taiwan and other Asian countries. Policy implications are also discussed. [ABSTRACT FROM AUTHOR]

This paper scrutinizes the increasing trend of using international large-scale assessment (ILSA) data for causal inferences in educational research, arguing that such inferences are often tenuous. We explore the complexities of causality within ILSAs, highlighting the methodological constraints that challenge the validity of causal claims derived from these datasets. The analysis begins with an overview of causality in relation to ILSAs, followed by an examination of randomized control trials and quasi-experimental designs. We juxtapose two quasi-experimental studies demonstrating potential against three studies using ILSA data, revealing significant limitations in causal inference. The discussion addresses the ethical and epistemological challenges in applying quasi-experimental designs to ILSAs, emphasizing the difficulty in achieving robust causal inference. The paper concludes by suggesting a framework for critically evaluating quasi-experimental designs using ILSAs, advocating for a cautious approach in employing these data for causal inferences. We call for a reevaluation of methodologies and conceptual frameworks in comparative education, underscoring the need for a multifaceted approach that combines statistical rigor with an understanding of educational contexts and theoretical foundations. [ABSTRACT FROM AUTHOR]

Advancing equity is a major challenge facing education systems globally. This creates an imperative for researchers to work with policymakers and practitioners to affect change. There have been many attempts to do this using various forms of action-oriented research and a considerable body of knowledge exists about their strengths and limitations. The paper describes the development of a methodological approach, Design-Based Equity Research (DBER), which draws on these existing traditions but is also distinct in its explicit consideration of values. It is marked out by a process of knowledge generation, in which researcher and practitioner knowledge meet, in context, to produce new knowledge about ways in which broad values of equity might be better realized in future practice. The paper explains how the approach was developed, conceptually and empirically, through a series of studies carried out over the last twenty years. It concludes that the process has the potential to generate two important types of knowledge: substantive knowledge about how equity can be realized in practice, and processual knowledge about the DBER process itself. [ABSTRACT FROM AUTHOR]

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Generative Artificial Intelligence (AI)'s emergence is viewed as a disruptive technological advancement that has been beneficial for most educational purposes but also coupled with emerging challenges and potentially destabilizing effects. Given the unprecedented onset and surge in interests, education stakeholders are often pressured to adopt such emergent technologies with little space and time to seek better understanding and to attain literacy. This paper brings together existing contributions to identify a list of five common themes (5Ts) and various uses of generative AI for improving students learning and future education research. The challenges and opportunities from the use of generative AI in education were also explored, and as part of a rethink of how stakeholders can continue to be relevant in a dynamic learning environment with emerging technologies, three "R" guidelines (3Rs) are also proposed to aid educators and students to stay ahead of the curve in addressing challenges and embracing opportunities arising from the use of generative AI for learning. [ABSTRACT FROM AUTHOR]