Search

The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

Recent reforms in Swiss higher education transformed vocational training institutions with a teaching mission into universities of applied sciences and universities of teacher education that should balance research and teaching activities of individual lecturers following the Humboldtian model. Drawing on the concept of ambidexterity, we aim to examine the current outcome of the reforms in terms of the structural conditions for research and the research competence of lecturers at the two new types of universities. By means of a document analysis, we first assess how the shift manifests itself in institutional mission statements. We then analyze recent survey data (N=2454) regarding the lecturers' perceptions of the structural conditions for research and their research competence. While our findings suggest that the new higher education sector has formally adopted the Humboldtian model, notable differences between the two types of universities can be observed in the extent to which the new policy imperatives have influenced the mission statements. Furthermore, we find a certain degree of mismatch between the organizational ambidexterity required by the Humboldtian model, the structural conditions for research encountered by lecturers, and the individual research competence. A number of conceptual and policy implications are drawn.

Background: A paucity of qualitative research on sensitive topics that focuses on participants with intellectual disabilities leaves their views unexplored. This scoping review mainly aimed to provide an overview of qualitative data collection methods used in research involving participants with intellectual disabilities to explore death and dying. Method: A scoping review of primary research and methodological papers published between January 2008 and March 2022 was conducted. The PRISMA-ScR checklist was followed. Results: We identified 25 articles utilising four data collection methods: interviews, focus groups, the Nominal Group Technique, and participant observation. Data collection trends were identified, including accommodations for participants with intellectual disabilities, visual media used as a facilitator, and reporting of distress protocols. Most participants had mild to moderate intellectual disabilities. Conclusions: The included studies demonstrate a flexible approach that relies on the use of multiple methods. Future research must adequately report study characteristics to ensure transparency and reliability.

In-service teachers of science work with unique content and pedagogical experiences within a changing educational landscape. Understanding teacher agency in these circumstances will help researchers understand the actions that these teachers take. The purpose of this meta-analysis was to review how the agency of K-12 in-service teachers of science has been examined empirically in the science education research literature during the period of 2007-2020. Informed by grounded theory, we qualitatively analyzed 48 peer-reviewed articles, which we located using specific search criteria. We identified that science teacher agency is currently conceptualized largely paper-to-paper and without fully attending to the professional and lived experiences, and thus humanity, of science teachers; thereby, creating exciting opportunities for science education researchers to expand on both the breadth and depth around the theorization and operationalization of in-service science teacher agency. Recommendations are addressed.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

Due to the outbreak of COVID-19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness of Personalized and Adaptive Context-Aware Mobile Learning (PACAML) technologies is improving the academic performances of learners by providing an efficient learning platform that supports social interactivity, context sensitivity, connectivity, and individuality in a ubiquitous manner. Several studies have demonstrated the efficacy of PACAML in a modern and innovative educational environment. Based on the recent studies and development of mobile learning technologies, there is clearly a gap in the research that provides a comprehensive body of knowledge on PACAML. In this paper, a review has been conducted on the existing PACAML, analyzing the recent research and development progress using Kitchenham et al. (2009) for systematic reviews. The review was conducted on 25 papers which were selected using the PRISMA technique to put forward the quality criteria that are based on the research aims, objectives and knowledge relevant to the study of PACAML. The results identified the contextual information used in the PACAML studies, the infrastructural requirements of PACAML, the application of PACAML in functional educational settings and the major methodological approaches applied in the studies of PACAML. Finally, the paper presents challenges and future directions that will be of interest to researchers in the educational technologies in the context of PACAML.

Research involving children and young people has a particular challenge in comparison to research involving adults. Of this particular challenge is related to the issues of ethical considerations and research methods that the researchers have to commit when conducting research. These are two essential research components and integrally linked to one another because they determine the quality and integrity of the research being conducted. These issues require thorough consideration and implemented differently from the research involving adults. Therefore, this paper aimed to discuss the ethical issues and research methods in researching children and critically evaluate these issues from the research practices by taking the cases of the articles in Teaching English to Speakers of Other Languages. Three articles were selected for further analysis to identify the ways the authors address these issues in their articles. The findings indicated that the authors mainly reported common ethical principles, such as voluntary participation and anonymity, but did not explicitly outline the ethical procedures specific for their children participation in their papers. There was also no indication that they employed appropriate methods to work with children such as using child-friendly methods encouraging children's participations and giving them space to express opinions and thoughts.

Purpose: This study aimed to determine the validity and reliability of the electronic Compassion Competence Scale (e-CCS). Methods: A cross-sectional, randomized, two-period crossover design was used. Nursing students from four South Korean universities were surveyed between June 2017 and April 2018. The participants were randomly assigned to one of three groups-paper/paper, electronic/electronic, and paper/electronic or electronic/paper-and a test-retest procedure was implemented. The reliability and validity of the e-CCS were evaluated using linear weighted kappa coefficients and intraclass correlation coefficients (ICCs). Internal consistency reliability was verified using linear weighted kappa coefficients and ICCs. Pearson's correlation coefficients between the initial test and retest scores were all statistically significant. Results: The newly developed e-CCS was found to have good reliability and validity. We suggest that future research should increase sample heterogeneity by recruiting diverse age groups, nurses working in different nursing fields, and students from multiple colleges. Conclusion: This electronic instrument will help determine the differences in the level of compassion competence and devise interventions to improve compassion competence in nurses and nursing students. Further studies on enhancing compassion competence among nurses and nursing students may rely on the use of this electronic format. [ABSTRACT FROM AUTHOR]

The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school'. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.

Objective: To assess differences between traditional paper bag ordering and online ordering from primary school canteens in terms of menu, usage and lunch order characteristics.Design: A cross-sectional study.Setting: New South Wales (NSW) primary schools that offered both paper bag and online canteen ordering.Participants: Students (aged 5-12 years) with a lunch order on the day of the observation.Results: Across the six school canteens, 59-90 % of all available items were listed on both the online and paper menus, with no significant differences in the nutritional quality ('Everyday'/'Occasional') or nutritional content (kJ/saturated fat/sugar/sodium) of menu items. In total, 387 student lunch orders were placed, containing 776 menu items. Most orders (68 %) were placed online. There were no significant differences between order modality in the quantity of items ordered or the cost of orders, or the nutritional quality of orders based on the classification system of the NSW Healthy School Canteen Strategy ('Everyday'/'Occasional'). However, nutritional analysis revealed that paper bag orders contained 222 fewer kJ than online orders (P = 0·001), 0·65 g less saturated fat (P = 0·04) and 4·7 g less sugar (P < 0·001).Conclusions: Online canteens are commonly used to order canteen lunches for primary school children. This is the first study to investigate differences between traditional paper bag ordering and online ordering in this setting. Given the rapid increase in the use of online ordering systems in schools and other food settings and their potential to deliver public health nutrition interventions, additional research is warranted to further investigate differences in ordering modalities. [ABSTRACT FROM AUTHOR]

Social researchers have been adapting methods and practices in response to COVID-19. In the wake of these adaptations, but still in the midst of intersecting crises that the pandemic has exacerbated or shifted (e.g. health-social-political-economic), researchers face a future suffused with methodological uncertainties. This paper presents a Collaborative Research Manifesto that responds to this by promoting markers for meaningful collaborations in future research. The manifesto was co-written primarily through a series of workshops and events that were designed to identify challenges within, and potential for, collaborative research. Through this exploratory collaborative qualitative process, we highlight what the future of such research could look like and describe methodological commitments that collaborative researchers should embody. The discussion draws on wider methodological literature to articulate the key role that 'collaborative research' can offer in uncertain times whilst being sensitive of the limitations of our assertive and radical programme.

New materialisms have informed an array of creative methodologies, inviting scholars to rethink ethics in the practices of research with children. Participating in this rethinking, this study elaborates on ethical practices in creative research where new materialist and arts-based methodologies intra-act with children and the sensitivities of gender and power in young peer cultures. Drawing on experiences from the authors' creative workshops, this paper investigates how new materialist creative practice allows children to explore and communicate their experiences of gender and power in safe and enabling ways. The authors suggest expanding their ethical practice by composing ethically sustainable encounters for children to engage with experiences of and visions for their peer cultures. They close by discussing practices for responding to the inherent un/safety of addressing gender and sexual abuses of power and for enabling microprocesses of change to -- as a matter of sustainability -- transform oppressive peer cultures towards social justice.

This paper delves into the innovative use of the potluck, or "pa'ina," as a metaphor to reimagine a research approach aimed at fostering collective understanding between non-Indigenous knowledge seekers and Indigenous knowledge guardians in Indigenous contexts. By embracing the broader context of research, this metaphor strives to create a dialogical, relational, and ethical space for knowledge seekers to engage with knowledge guardians, promoting a reciprocal and respectful relationship. Central to this metaphor is the recognition of the insider/outsider binary and the need to transcend it. Indigenous knowledge is often guarded and restricted, granted access based on relationships and shared experiences. Understanding the complexity of these socio-spatial relationships is crucial for researchers to navigate respectfully. The metaphor also draws from the Oceanic concept of "va/va/wa," signifying the space between entities and the importance of maintaining harmony and balance within relationships. This relational space between the self and the other allows for transformative encounters and meaningful connections. To navigate this third space, researchers must undergo introspective reflexive exercises to understand their situationality and how it influences their research. Knowledge seekers must unsettle their histories, understand context, listen to the stories of others, create shared understanding, and launch new relationships that are centered on respect and reciprocity. Throughout the research process, the metaphor of "pa'ina" encourages researchers to be active participants, nurturing relationships with communities they seek knowledge from and reflecting upon their role within it. The "pa'ina" metaphor offers a transformative approach for Western academia to critically examine its historical impact on Indigenous communities and embrace a more respectful and inclusive research paradigm. By centering Indigenous voices and building meaningful relationships, this third space provides an opportunity for collaborative and sustainable research for the benefit of all stakeholders involved.

Meeting appropriate ethical standards for research involving human participants, mean ensuring confidentiality. It is assumed that the research participant will accept the safeguarding protocols necessary to ensure confidentiality. This assumption however oversimplifies the variation of motivations that goes into participants' decisions to participate in research. Drawing on reflections from my fieldwork experience in Ghana, I answer the questions: Why do research participants reject confidentiality? What ethical position can one take when the researcher and the researched have conflicting perspectives about confidentiality? I contend that participants with personal stake refuse confidentiality when they want to be acknowledged for their data. Rejecting confidentiality is however, embedded in the individual perspective, cultural, and political context of the study area. The ethical concerns of such refusal can be ameliorated if confidentiality is nuanced to include six categorically distinct but mutually non-exclusive stages: research-planning, ongoing-information, writing-up, reality-after-research, differential-disseminations, and no-confidentiality-clause. The paper further argues that whilst maintaining institutional allegiance in this matter is crucial, employing confidentiality should lie at the intersection of participants' motivation for taking part in the research, the socio-cultural-specific-context of the study location and the nature of the topic being explored.

This paper explores two concepts. Firstly, it explores how child-led photography was effectively used by as a research methodology with young children, aged three and four. Twenty children at two Australian preschools were given the opportunity to express how they experienced place at their early childhood educational. Each child was given a disposable camera and asked to take photographs. The use of this child-led photography as a methodological approach had substantial benefits: it offered children the opportunity to participate, express themselves, and share their place stories through the camera lens. Secondly, the photographs revealed that it was relationships within the preschool space that were most important to the children and in particular those with the outdoors, other children, nature, and adults. The disposable cameras acted as vehicles for children to exercise agency and action as well as deregulate their decisions within their place.

Background: The Integrated Palliative Care Outcome Scale (IPOS) validly and reliably measures symptoms and concerns of those receiving palliative care. Aim: To determine the equivalence of the paper version with an electronic version of the IPOS (eIPOS). Design: Multicentre randomised crossover trial (NCT03879668) with a within-subject comparison of the two modes (washout period 30 min). Setting/Participants: Convenience sample of specialist inpatient and palliative home care patients aged over 18 years with cancer and non-cancer conditions was recruited. Scores were compared using intraclass correlation coefficients (ICC), Bland-Altman plots and via a mixed-effects analysis of variance. Results: Fifty patients were randomised to complete paper-electronic (n = 24) and electronic-paper (n = 26) IPOS with median age 69 years (range 24–95), 56% male, 16% non-cancer. The ICCs showed very high concordance for the total score (ICC 0.99, 95% CI 0.98–1.00), lowest ICCs being observed for symptoms 'Appetite loss' and 'Drowsiness' (ICC 0.95, 95% CI 0.92–0.97). Nine of seventeen items had ICCs above 0.98, as did all subscales. No statistically significant mode, order, age, and interaction effects were observed for IPOS total score and subscales, except for 'Communication' (Fmode = 5.9, p = 0.019). Fifty-eight percent preferred the electronic version. In the group 75+ years, 53% preferred the paper version. Only three entries in the free-text main problems differed between the versions. Conclusion: The very high equivalence in scores and free text between the IPOS and the eIPOS demonstrates that eIPOS is feasible and reliable in an older palliative population. [ABSTRACT FROM AUTHOR]

In this paper, I discuss my engagement with a visual journal as a companion to creative research practice during my dissertation research. Grounded in arts based research methodologies; I explore visual journals in relationship to research, reflection and analytic processes. I begin with a discussion of the visual journal as an artifact of qualitative thought, including its epistemological, theoretical, and methodological undercurrents. Next, through a series of visual journal examples, I discuss how this methodological engagement influenced my research trajectory. I close the paper with a discussion of the implications for using a visual journal in research and offer suggestions for how to start your own creative research endeavors.

Research in extension education is a serious and challenging task facing Nigeria today because of new trends that keeps on emerging continuously. This paper seeks to examine some of the common research techniques used in extension education and describe their applicability and workability in helping people to help themselves. Most of the researches in this area are more theoretical than the practical nature of the actual extension practice. The general aim of the paper is to identify the emerging trends and how these trends pose additional challenges to extension research and practice. Two major research approaches, Participatory Action Research in Extension (PARE) and Community Based Research (CBR) were found to be encouraging community members to make good decisions on what they feel is better for their lives. This implies that the methods are very useful, relevant and can considerably increase the community effectiveness with enduring by the researchers' to employ them despite their long-time requirements.

This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In addition, this study highlights the main features of teachers' creativity and describes the psychological and pedagogical factors that negatively influence creativity development in students of professional-pedagogical specialties. Practical significance of this paper is determined by the fact that the authors offered a pedagogical model describing creative potential development of the personality in the course of research activities.

In our paper, we aim to give an overview about the emergence and evolvement of the history of education in Hungary. Nevertheless, we intend to surpass the traditional approach of giving a schematic description of these processes as we would like to depict the interconnectedness of the Hungarian history of education with the European research tendencies and the thematic variety of the Hungarian research activities. We used literature analysis, historical source analysis and descriptive statistical analysis as primary methods. Within Hungary, we pay special attention to the University of Budapest but we also reflect special peculiarities regarding the other full universities in the country. The Hungarian history of education followed the pathway of the German-speaking countries regarding the approach and the function until 1948. History of education had a self-legitimising role in the emerging national education system and modernised university environment; however, this characteristic feature did not exclude the incorporation of international research approaches. This function was slightly altered in the interwar period since leading researchers of the subfield contributed to maintaining the ideological coherence of the political structure. During the socialist period, researchers were expected to follow the directives of their Soviet colleagues; however, in the 1970s the homogeneity in themes and research approaches began loosening. As the result of the political regime change in 1989/1990, Hungarian research was given an opportunity to be integrated into the European exchange of ideas and implement research approaches prevalent in Western countries.

It is widely documented that young children participating in research should be protected from harm and that ethical considerations should be applied throughout a research project. What this paper strives to assert, however, is that protecting these participants is insufficient. A research project into children's speech and language development, using audio-visual methods, highlighted that children who are non-participants, those on the periphery of research, can also be affected by the research process. It is acknowledged throughout this paper that although ethical procedures were adhered to whilst undertaking a specific research project, this was insufficient. It is therefore argued that all children within a research environment, whether participatory or not, should be given equal consideration with regards to ethical protection when undertaking research. It is asserted that "'why haven't I got one of those'", or the equivalent, is a phrase to be avoided at all costs when undertaking research with children.

Achieving practice research competency is an essential pillar of social work practice. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work education, which engages students in practical applications of real life situations with case examples. This paper described and evaluated six sets of experiential class and field activities designed to increase graduate level social work students' competencies of practice research. These activities included: (1) formulating a practice-based research topic; (2) using assessment templates for critical evaluation of published research; (3) learning single-system research design; (4) conducting agency research and evaluation field assessment; (5) designing and executing a practice-focused class study project; and (6) presentation and dissemination of research findings. An online course evaluation was administered with altogether 63 students in 2 Foundation Research and 2 Advanced Research classes to elicit both their qualitative feedback and quantitative ratings of their attainment of research competencies. The instructor's assessment of individual student performance using a grading rubric helped determine their level of attainment of course competences. Findings suggest several critical elements of this pedagogical approach. Students learn about real-world research issues through a case-based learning approach. Both students and the instructor involve in a collaborative learning process. Finally the instructor selects context-specific cases for class discussion and activities so that students see the connection of social work research to day-to-day practice contexts.

This paper brings together sociocultural theorising about language and literacy learning, as well as work which explores ethical issues associated with young children's participation in research in order to interrogate unplanned discussions between researchers and young children about research writing. The data discussed were derived from two separate ethnographic research projects conducted in English early childhood settings. We argue that dialogues between child participants and adult researchers are replete with opportunities for learning about researchers' writing practices and constitute an important ethical research practice in itself. Our key areas of analysis focus on what children can learn about adults' research writing and what researchers can learn about children as research participants. By positioning such dialogues within broader considerations around ethical research practice and children's participation, we add to the burgeoning literature in this area.

The current state of research in kinesiology scholarship is largely void of empirical research that counters deficit thinking from a social justice perspective. The purpose of this paper is to interrogate the social justice agenda in kinesiology, and to suggest directions for the future of social justice research in our fields. First, we offer clarification of social justice and discuss how researchers might challenge dominant (majoritarian) discourses through critical interrogation of oppression and privilege, particularly in the United States (U.S.). We further suggest the utilization of a critical theoretical framework in conducting research and in challenging the prevalent deficit orientation of research engaging historically and contemporarily marginalized U.S. populations (e.g., people of color, women, and individuals with disabilities). Even more importantly, the lens through which the research is viewed must be adjusted to fully grasp the pertinent issues.

This paper addresses the role of 'emotional labour' in conducting sensitive research. As such it begins to unpick the emotional and embodied consequences of working with data which covers sensitive subjects, in this case perinatal death, and considers how such responses are likely to impact on the analysis of data. We draw upon two doctoral studies which explored parental experiences of perinatal bereavement. We argue that researchers need to understand and consider carefully how emotions experienced during the research may impact upon the findings. By exposing the authors' own positionality in this research based on their own experience of perinatal loss, we acknowledge that we are actors in research which has an impact on the process and final product of the studies.

The consideration of child-centred participation in childhood research is a topic that draws heavily on human rights, and participatory childhood research is performed in a variety of ways. The paper explores issues of adult-child roles in early childhood education with an intention to involve young children in the research as much as possible with reference to Hart's ladder of participation. A drawing-elicited interview was conducted with four children, 3-5 years of age, regarding their views on favourite adult professionals. The children were encouraged to express themselves through drawing and stories, while the researcher strove to follow child-led initiatives along the way. In the process, the children started to generate crazy stories, to laugh, and experiment with the researcher's authority and engage in playfulness. The analysis points to ways in which adult researcher-child relationships are negotiated in research, suggesting that the adult engages in playful interactions with children in order for true participation and sharing of perspectives to take place. The study emphasises how improvisation, share of control, and playful interactions with children are important elements to consider in participatory early childhood research because it is crucial in forming a research relationship with young children.

Background: Low- and middle-income countries (LMICs), including South Africa, are currently experiencing multiple epidemics: HIV and the rising burden of non-communicable diseases (NCDs), leading to different patterns of multimorbidity (the occurrence of two or more chronic conditions) than experienced in high income settings. These adversely affect health outcomes, increase patients' perceived burden of treatment, and impact the workload of self-management. This paper outlines the methods used in a qualitative study exploring burden of treatment among people living with HIV/NCD multimorbidity in South Africa. Methods: We undertook a comparative qualitative study to examine the interaction between individuals' treatment burden (self-management workload) and their capacity to take on this workload, using the dual lenses of Burden of Treatment Theory (BoTT) and Cumulative Complexity Model (CuCoM) to aid conceptualisation of the data. We interviewed 30 people with multimorbidity and 16 carers in rural Eastern Cape and urban Cape Town between February-April 2021. Data was analysed through framework analysis. Findings: This paper discusses the methodological procedures considered when conducting qualitative research among people with multimorbidity in low-income settings in South Africa. We highlight the decisions made when developing the research design, recruiting participants, and selecting field-sites. We also explore data analysis processes and reflect on the positionality of the research project and researchers. Conclusion: This paper illustrates the decision-making processes conducting this qualitative research and may be helpful in informing future research aiming to qualitatively investigate treatment burden among patients in LMICs. [ABSTRACT FROM AUTHOR]

This paper reports a case study of the manifestation of the teaching-research nexus in a research-active professor's classroom teaching of a research methods course targeting a cohort of Master of Education (MEd) students in early childhood education (ECE). The study was conducted at a research-intensive English-medium university in Hong Kong where excellence in both teaching and research is emphasized. Data were gathered through classroom observation and interviews with the focal participant. Data analyses showed that in teaching the research methods course the focal professor aimed to train the students to become critical 'consumers' and novice 'producers' of research through a 'PBL-triple'--problem-based, practice-based, and project-based--approach, and his identity as a prolific researcher also influenced his class teaching. Our study contributes to the literature by providing a new perspective on research-teaching relationships from the classroom.

Background: Contraceptive use by women with learning disabilities differs from that of nondisabled women of a similar age. Women with learning disabilities start contraception earlier and often use it when they are not sexually active. Hence, there is a need to hear directly from these women about their experiences of contraceptive decision-making. However, accessing women to discuss a sensitive topic such as contraception poses significant challenges to researchers. Materials and Methods: The study was qualitative in nature and involved conducting semi-structured interviews with 19 women. This paper reports on the methodological challenges and findings from the project which have wider implications for research on sensitive topics with hard-to-reach groups. It reflects critically on the challenges of accessing women with learning disabilities to participate in research on contraception. Results: Twelve of the 19 participants in our project were recruited through two organisations. Working in partnership with organisations that had a keen interest in the research and endorsed it at senior level enabled us to overcome recruitment challenges. However, working in this way raised gatekeeping issues that impacted upon data collection and may have affected our substantive findings. Conclusions: Working in partnership with organisations can be an effective and practical way of recruiting participants that researchers may otherwise find hard to reach. However, organisational partnerships can be hard to develop and take time. We argue that it is important to reflect openly and honestly about the methodological and ethical issues that may arise when working closely with organisations in sensitive research.

We examined 10 years of scholarship about campus sexual violence from 12 social sciences databases to illuminate the trends, gaps, and possibilities in research. Using a content analysis methodology, we examined 540 articles. In this paper, we highlight the methodologies, subjects, and demographics of participants in the studies. We use a power-conscious framework to interpret our findings, which indicate that campus sexual violence research primarily focuses on white, transgender, heterosexual college women as victims of sexual violence. Further, most scholarship focuses on victims, rather than perpetrators of sexual violence, leaving significant gaps in effectively eradicating campus sexual violence.

The authors are grateful for this opportunity to respond to Robbins's and Turner's review of "Functional Family Therapy (FFT) for Behavior Disordered Youth Aged 10-18: An Overview of Reviews" (Weisman & Montgomery, 2018). It may be helpful to ensure that a few key points have been clarified to enable this process. In their paper, Robbins and Turner (2018) propose an alternative conclusion. While the authors do not believe the overview results of FFT are consistent, they otherwise agree that the reviews demonstrate the positive effects of FFT, but it is not possible to state that these results provide unequivocal support for its effectiveness. [For "Call for Revision of Weisman and Montgomery's Review of Functional Family Therapy," see EJ1204964. For "Functional Family Therapy (FFT) for Behavior Disordered Youth Aged 10-18: An Overview of Reviews," see EJ1204963.]

Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the "principal organ involved in learning" (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000. Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as "neuroeducational" research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism. Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of "transfer affordances", "transfer challenges" and "transfer opportunities" to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained. Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of "transfer affordances", "transfer challenges" and "transfer opportunities" are useful theoretical ideas in pursuit of this aim.

Sensory modulation difficulties are common in children with Autism spectrum disorder (ASD). Whilst both hyporesponsivity and hyperresponsivity have been established in ASD comparative to typically developing controls, it has been proposed that hyporesponsivity may distinguish the sensory profile of ASD from other neurodevelopmental conditions. This paper aimed to systematically evaluate evidence for a syndrome-specific profile of hyporesponsivity in individuals with ASD when compared to individuals from clinical comparison groups, evaluating 10 eligible papers. Support was cautiously identified for a syndrome-specific sensory profile of hyporesponsivity. Four factors that reduced variability in findings were as follows: chronological age, type of comparison group, sensory measure and quality of study. Whilst hyporesponsivity in ASD was identified, the use of poorly defined comparison groups, over-representation of children with ASD and intellectual disabilities, and younger age ranges complicate generalisation of this body of work. Recommendations for further research in this field are offered.

Research has been valued and given priority over teaching for a long time in academia. In recent decades, the Taiwanese Ministry of Education has pursued objective and quantitative research criteria and has encouraged higher education institutions to ask teachers to publish papers in SSCI or SCI journals as part of the criteria for promotion and evaluation. This policy strengthens the concept that research has priority over teaching because teachers must devote more time to research than to teaching in order to be promoted and evaluated. The purpose of this study is to explore the influences that cause teachers to value research over teaching. To achieve this purpose, document analysis, the analysis of Taiwan Higher Education database and interviews were adapted as methods. First of all, our researchers collected and analyzed the documents for promotion and evaluation of twelve different universities whose areas of specialty included general studies, education, medicine, vocational studies, and the arts. Then, the study used and analyzed the empirical data of teachers' working hours every week for different tasks from the Taiwan Higher Education Database which investigated the working conditions of teachers in higher education in 2004. Additionally, twenty professors who have different areas of study and work in different types of universities were interviewed to collect teachers' opinions of the task priority of research, teaching, and service duties. The results showed that academia in Taiwan exhibits the phenomenon that research is valued over teaching. The reasons are due to the requirements of the reward system. The reward system emphasizes research over teaching and service. Teachers' research achievements are judged based on publishing articles in different types of journals and the amount of research funding they can obtain. The results also showed that every week teachers spend the most time on teaching, then on research, and finally on service. However, teachers emphasize research as the most important task, then teaching, and finally service. Although the majority of teachers think research is the most important duty, there is still twenty percent of teachers who think it is the least important. Although teaching has been thought of as the second most important duty after research, it is the task that the most teachers give as the first priority as far as time spent and none of the interviewees thought it is the least important. Universities and teachers all try to use their professionalism as capital to gain financial support from the government. This situation forces teachers to try to put more time and energy into research, but they still need to maintain teaching and service work quality. Some teachers focus more time and energy on research and ignore the needs of students. Working time endlessly increases even for teachers who out value on both teaching and research. Some suggestions based on the findings have been proposed for Taiwanese higher institutions.

A policy statement drafted by the Association of American Medical Colleges is presented that reviews the goals, environment, and mechanisms of support of biomedical and behavioral research.

The COVID-19 pandemic, and ensuing physical distancing measures, poses challenges for researchers in the field of interprofessional care. Pandemic management has highlighted the centrality of interprofessional working to effective healthcare delivery during crises. It is essential to find ways to maintain interprofessional research that has commenced, while also designing research to capture important learning from pandemic management and response. However, it also creates opportunities for new research projects and novel research designs. This discussion paper explores ways of adapting existing research methodologies and outlines potential avenues for new research. Specifically, considerations to bear in mind when designing interprofessional research during the pandemic include research ethics and integrity, research design, data collection methods, research opportunities, implications and limitations. Interprofessional research can continue to make a valuable contribution in informing global responses to COVID-19 and in planning for future global health crises. We call for, insofar as possible, for interprofessional research to continue to be developed during this time. [ABSTRACT FROM AUTHOR]

Weisman and Montgomery completed an overview of reviews to evaluate the status of research concerning functional family therapy (FFT). Despite reporting modest effects on delinquency, substance use, and secondary outcomes, the authors conclude that the research base supporting FFT is tenuous and that it "may not be advisable to continue adopting FFT without reexamining and testing the effects." We present a critique of their flawed analysis and question their inconsistent and potentially harmful recommendations. At present, clinicians provide FFT services in over 340 sites in 12 countries with more than 50,000 youth/families. More than a dozen independent cost analyses suggest that these communities save more than US$1 billion annually in social service costs from avoided incarcerations and more than US$4 billion in avoided victim costs. These youth and families, and their communities could experience serious harm if policy makers adopted Weisman and Montgomery's recommendations. [For "Functional Family Therapy (FFT) for Behavior Disordered Youth Aged 10-18: An Overview of Reviews," see EJ1204963. For "Response To: A Critical Review and Call for Revision of Weisman and Montgomery's Review of Functional Family Therapy by Michael S. Robbins, Charles Turner," see EJ1205029.]

The technologisation and industrialisation of the translation process have had an impact on translation practice and, consequently, on the way translators carry out their translation-related research. This necessitates a response from the research communities to examine this impact and the ensuing changes in translation practice, with the way translator trainers approach training and the development of relevant competences being one of the biggest considerations. This paper reports on a study of the research activities of 16 freelance professional translators during a translation task in their natural working environment. The findings are relevant to translator trainers in terms of competences associated with information acquisition and utilisation during the translation process to inform the development of these competences. More specifically, a spectrum of the translator resource behaviour as well as patterns of research distribution are identified, highlighting their relevance for the changing nature of the translation process in new technological environments. New areas of interest for translator trainers are suggested, including diversification of student practice with regard to search strategies and the use of external resources, distribution of research phases, as well as raising awareness of how technological innovations may impact translation-oriented research activities.

The article offers information on how research is defined as a systematic inquiry using orderly disciplined methods to answer questions or to solve problems. Topics include the research requires academic discipline has coupled with specific research competencies so that an appropriate study is designed and conducted, and leading to the drawing of relevant conclusions relating to the explicit aim/s of the study.

Vulnerabilities often characterize the availability of immigrant populations of interest in social behavioral science, public health, and medical research. Refugees, asylum seekers, and undocumented immigrants present unique vulnerabilities relevant to protocol development as well as ethics review procedures and criteria. This paper describes vulnerable populations in relation to the Belmont Report and US federal regulations for the protection of human subjects, both of which are commonly used in international research contexts. It argues for safeguards for immigrants comparable to protections for such populations as pregnant women, prisoners, and children. The paper further presents a two-part model for the review of protocols that involve immigrants. The model is intended to help identify the risks to immigrants associated with participation in research, and to suggest how researchers can responsibly frame studies and access to research participant immigrants through community-based, and/or non-governmental organizations that serve immigrants and immigrant communities.

To understand how Geography and Geographical Information Science (GIS) can contribute to Interdisciplinary Research (IDR), it is relevant to articulate the differences between the different types of such research. "Multidisciplinary" researchers work in a "parallel play" mode, completing work in their disciplinary work streams and exchanging outputs as and when needed. This will ultimately result in separate publications by participants from each discipline and fosters a loose continued connection between researchers (Aboelela et al., 2007). "Interdisciplinary" research is described in language from all disciplines involved. Data and analytical methods are also more mixed, requiring researchers from one discipline to learn, at least in part, about methodologies from the others in order to complete their work. Publications are shared and language will be established that is intelligible to all involved fields (Aboelela et al., 2007). Examining the above, Geography and GIS fit very well into the multidisciplinary context. They can contribute tools, methods and techniques to problems, while permitting researchers to work within their own discipline. The potential of Geography and GIS for interdisciplinary research can also offer a useful approach to address the interdisciplinary challenge of finding a common language between two or more other disciplines, permitting integration of data and analytical methods. This article briefly introduces the papers presented at a symposium session held at the Royal Geographical Society (with the Institute for British Geographers) 2012 Annual Conference in Edinburgh, entitled "Geography in Interdisciplinary Research: Threat or Opportunity?" Submissions were invited that focused on the importance of Geography and GIS in interdisciplinary research, both as a separate discipline contributing methods, tools and techniques and also as an integrator and unifying factor, with the potential of providing a common starting point to overcome the challenges of bringing interdisciplinary teams together. The article concludes that the papers in this symposium highlight a number of factors that cause difficulties with interdisciplinary research, requiring effort from all parties to overcome. The ability of a team to move beyond the multi-disciplinary and into the interdisciplinary context depends to a great extent on the interest of team members in research, methods and data from other disciplines.

This paper is based on a review of the lead author's research, which took the form of a self-narrative from a practitioner about the perceived realities of one small business and its owner. The paper explores the practical application of auto-ethnographic reflexive research methodologies and seeks to demonstrate that structured ways can be developed to enable complexity-inspired reflexive research to take place usefully in organizations. The authors review the appropriateness of a reflexive methodology, using ideas inspired by complexity thinking in the study of small businesses and their owner-managers. They highlight the practical difficulties encountered by a practitioner/researcher when attempting to employ reflexive methodology in the small business environment as a means of illuminating and understanding the driving forces that lie behind the outwardly observable characteristics of small businesses and their owner-managers. The approach remains relatively unknown in small business research and this mirrors a lack of acceptance in wider academic circles. The authors acknowledge the criticisms and discuss the limitations of the use of these techniques, but argue for their benefits to be more widely recognized. The outcomes presented offer an insight into behaviours and motivations not often articulated in the SME business world.

In this article, author John Baldacchino presents twenty reflections on art, doubt, and error. In the first five reflections, he produces a discussion of a number of unmediated narratives that tend to aggregate and span across the plural horizon of arts practice. In terms of the arts "as well as" education, these questions are approached within several scenarios that are set against ever-changing backdrops and which occur within contexts that keep shifting and altering their boundaries. The flip side of this discussion reveals and belongs to the remits of education. This engages the reader with a discussion of education that would seek to distance itself from academia's established approach. And yet, this discussion also claims a rightful place in academia. It is within this apparent contradiction that this essay takes the opportunity to discuss arts research as a "practice-based" method. Herein, Baldacchino touches upon topics such as interstitial discourse in education, arts researchers who seek to legitimize the arts from a social scientific approach, the role of a/r/tography in arts education, the definition of arts research and the risks that it carries, practicism and practice-based research, how making a case for practice brings about persistent forms of "doubt" and incessant search for "error," how art and education relate to each other as antinomic practices, arts practice and "unlearning," "poetic scoping," and art's poetics of practice as an act of "unmaking."

Background: Previous research has found that a "web-push" approach to data collection, which involves contacting people by mail to request an Internet survey response while withholding a paper response option until later in the contact process, consistently achieves lower response rates than a "paper-only" approach, whereby all respondents are contacted and requested to respond by mail.Method: An experiment was designed, as part of the Millennium Cohort Family Study, to compare response rates, sample representativeness, and cost between a web-push and a paper-only approach; each approach comprised 3 stages of mail contacts. The invited sample (n = 4,935) consisted of spouses married to U.S. Service members, who had been serving in the military between 2 and 5 years as of October, 2011.Results: The web-push methodology produced a significantly higher response rate, 32.8% compared to 27.8%. Each of the 3 stages of postal contact significantly contributed to response for both treatments with 87.1% of the web-push responses received over the Internet. The per-respondent cost of the paper-only treatment was almost 40% higher than the web-push treatment group. Analyses revealed no meaningfully significant differences between treatment groups in representation.Conclusion: These results provide evidence that a web-push methodology is more effective and less expensive than a paper-only approach among young military spouses, perhaps due to their heavy reliance on the internet, and we suggest that this approach may be more effective with the general population as they become more uniformly internet savvy. [ABSTRACT FROM AUTHOR]

Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and, less frequently, by engaging students in research. Usually these students are final year undergraduates and the research project is purpose-built to develop in students the desired course learning outcomes. This paper reports an alternative realisation of the teaching-research nexus. It presents a case study of teaching that was informed by research and engaged both first year and final year undergraduate students in research, using problem-based learning. Subsequently, the research undertaken by the students as part of their learning process directly informed development of a large, government-funded research project, thus completing an unusual two-way relationship in which research underpinned teaching and learning activity, and teaching and learning activity underpinned research. (Contains 3 tables and 1 figure.)

The term "arts-based research" has been debated for some time now. In an article strongly in favor of this approach Bean (2007) identifies three species: "Research on the arts (italics in the original) (art history, visual and cultural studies, media studies etc.)...Research for the arts, refers to research into applied techniques, materials and tools used in the creation of art...Research in the arts, or practice-based research..." (p. 81). In this essay the author proposes to continue the debate on the third species of arts-based research by pointing out that there is a fundamental disjunction between the research that artists do and the research that social scientists do, and that to call both activities "research" does a disservice to both groups of practitioners. The ultimate irony is that although arts-based research is supposed to question the standard scholarly research practice of the academy, it originated in that very same academy. The author supports his claim with reference to the foundational work of Eisner. He suggests that Eisner envisioned and promoted the model of arts-based research not so much as a subversion of scholarly research practice, but as a way of helping fine arts practitioners and educators to achieve legitimacy in the academy.

This paper reviews methodological issues related to the use of P less than 0.05 in health behavior research and suggests how application and presentation of statistical significance may be improved. Assessment of sample size and P less than 0.05, the file drawer problem, the Law of Large Numbers and the statistical significance arguments in epidemiology, health behavior, and psychology were examined. The reporting of confidence intervals (CI), effect sizes (ES), and use of non-statistical graphics can improve portrayal and understanding of findings. Health behavior literature has had some scholarly examination of how to improve analysis of findings but has not had an in-depth dialog on other concepts related to P less than 0.05. Attention to these concepts could improve clarity in how research outcomes are presented and thereby increase credibility of health behavior research. (Contains 1 table.)

This paper introduces a hierarchical model of children's (3- to 8-year olds) research participation rights that builds on work by Roger Hart and integrates key participation rights drawn from UNCRC Article 12: information, understanding, voice, and influence. It provides insight into the various levels of information that can be provided to children, the understanding that results, the scope given to them to express their views, and the degree to which their voices ultimately exert influence in research contexts. Each of these four elements plays a unique role in upholding and enhancing children's rights in research and emphasises the need for rights to be woven into the fabric of a research project from its conception. Considering children's rights of research participation in a more integrated manner, as suggested by the hierarchy, has the potential to improve participation experiences for children and to value them as citizens with meaningful rights.

The No Child Left Behind Act is comprised of four pillars, one of which is "proven education methods." This paper attempts to provide a historical context for the development of evidence-based education by examining its foundation in medical practice. Next, the rationale for evidence of educational effectiveness based on a scientific "gold standard," the randomized controlled trial (RCT), is explored and the relative limitations of this approach are outlined. Finally, important distinctions between medicine and education are explained.