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The importance of research capacity-building in teacher education is highlighted to enable teachers to be change agents who continually develop their own and the school's collective practices, which again presupposes that the teacher educators themselves are research literate. However, teacher educators come from different backgrounds and have varying levels of experience with conducting research. They are also often challenged by competing demands from teaching and conducting research. This article examines four teacher educators who conducted developmental projects in their program while simultaneously participating in a series of structured workshops in research methods and academic writing. The article reports on interview data and logs from the participants and investigates how the workshops contributed to their development of research literacy. The findings indicate that the participants required and appreciated the structured scaffolding they were given, and they highlighted the importance of positive group support. The participants also expressed that the workshops contributed not only to building capacity for conducting research for them individually but also for building research capacity within their home institutions. Implications for teacher education are discussed, and the authors argue that targeted and individualized support beyond what is currently the case might be needed. [ABSTRACT FROM AUTHOR]

Health social workers, like social workers in general, have been found to utilise research knowledge to a low degree. No previous study has made comparisons based on the following: higher education, job tenure and workplace. This article is based on statistical comparisons between 1236 health social workers in Sweden working in various healthcare contexts. The central finding was that higher education was the factor with the largest impact. Workplace and especially job tenure were found to be less influential. An implication for practice is to raise the knowledge requirements in terms of research knowledge utilisation already from bachelor's degree level. [ABSTRACT FROM AUTHOR]

This manuscript responded to the call for the integration of evidence-based practice concept into the nursing curriculum. It aims to 1) review the importance of teaching evidence-based nursing in nursing education, 2) identify key principles and competencies associated with evidence-based nursing, and 3) provide evidence-based teaching strategies to foster critical thinking and research literacy among nursing students. Drawing from current pedagogical research and best practices, it provides a robust framework for enhancing teaching methodologies in the nursing field. Encompassing diverse evidence-based strategies ensures direct relevance and applicability in real-world clinical scenarios. Recognizing healthcare's dynamic, it serves as a comprehensive resource for nurse educators, fostering a profound understanding of evidence-based practices. By distilling insights from recent pedagogical studies, it establishes a strong foundation for continuous improvement in teaching methods, advocating for seamless integration of evidence-based strategies. In summary, this paper is vital for nurse educators to refine their instructional methodologies, offering evidence-based teaching strategies grounded in research and practical application. It significantly contributes to shaping a new generation of nursing professionals, equipping them with the requisite skills, knowledge, and the adaptive mindset necessary for effective evidence-based practice in the ever-evolving healthcare landscape. [ABSTRACT FROM AUTHOR]

This article provides a conceptual clarification of the complementary relationship between teachers' research literacy and their role-based agency. In many countries, teachers are increasingly expected to actively use and develop research. However, without taking account of teachers' distinct conditions of agency, this expectation may weaken rather than strengthen the profession. Top-down mechanisms that push teachers to follow rigid evidence-based procedures diminish their professional autonomy. At the same time, conceptual research on teachers' agency has developed new tools for promoting research literacy in a way that is conducive to professional autonomy. By conceptualizing research literacy as shaped by polyphonic agency, the article clarifies this field to support future teachers in terms of teacher education and working life. The article also articulates strategies for enhancing agency, such as raising awareness of the relevant standards, responding to accountability mechanisms, and developing teacher education programs. [ABSTRACT FROM AUTHOR]

Research literacy is essential for teachers to practice their profession based on research-based knowledge. The present study aimed to develop and validate the Research Literacy Scale (RLS) and investigate teachers' research literacy based on the Theory of Planned Behavior and research utilization models. The data was collected from teachers working in primary and secondary schools for two separate studies. According to the exploratory factor analysis results, a 20-item, four-factor solution emerged: research awareness, attitude toward research, research skills, and research use. Confirmatory factor analysis indicated that the four-factor model fit the data well, and all items are significant under the relevant factors. The sub-factors of the RLS demonstrated high internal consistency. Measurement invariance tests revealed showed full configural, metric, scalar, and strict invariance across gender. Teachers doing research had significantly higher scores on all four dimensions, and those who followed scientific journals had higher scores on the three dimensions except for attitude. As a conclusion RLS has good psychometric features to measure teachers' research literacy, and variables related to research experience cause a significant difference in research literacy. [ABSTRACT FROM AUTHOR]

This study assessed the research literacy levels among pre-service teachers. The study adopted a descriptive design and sampled 297 preservice teachers from two Nigerian South-eastern federal universities. Five research questions guided the study. Data was collected using a semistructured question guide and a self-developed Research Literacy Test (RLT). Rasch model analysis established the unidimensionality and reliability of the research literacy test (RLT). Moreover, mean scores, standard deviations, ttests and content analysis were used to answer the study research questions. The study findings showed that pre-service teachers' research literacy level was at the information literacy level. Significant differences were not found between males and females in their research literacy components except at the information level; males were generally more research literate than females. Finally, pre-service teachers indicated that they believe their faculties hold a positive disposition towards their acquisition of research literacy. [ABSTRACT FROM AUTHOR]

This study aims to reveal teacher candidates' research literacy and to investigate their levels of research literacy according to gender and department variables. The research was carried out following correlational survey model, which is a comparative model. The sample of the study, which consists of 311 teacher candidates, was determined in line with the convenience sampling method. Research data were collected by the researchers via Personal Information Form and Teachers' Research Literacy Skills Scale for teacher candidates. In order to identify teacher candidates' research literacy skills, data were analyzed by using Friedman Test, Wilcoxon Test, Mann Witney U Test, Kruskal Wallis H Test, and Spearman Correlation Test techniques. In accordance with the results of the study, it was found that teacher candidates have sufficient skills in research literacy, and there are significant differences in skills between the subdimensions of research literacy. The findings of the study indicate that students in the faculty of education have research literacy regardless of their gender, but there is a significant difference according to the variable of the department, and this difference is on behalf of teacher candidates in Turkish Language Teaching and Social Sciences Teaching departments. [ABSTRACT FROM AUTHOR]

The study presented and focused on the process and implementation of the information and research literacy program, the level of awareness among students and research scholars, and their potential after receiving information and research literacy training. The purpose of this study is to learn more about user's information and research literacy skills when it comes to various information sources and services. The essential component of information literacy provided students with a significant amount of insight into the practical instructional methods they could use to use the information sources without difficulty. The aim of this study is to assess the level of information and research literacy among students in Indian higher education institutions and to identify areas for improvement. The study found that while students have basic knowledge of information and research literacy, they struggle with more advanced research skills such as finding, evaluating, and synthesising information. To separate the content, a list of 33 topics was used, covering the majority of topics to measure the awareness of information and research literacy skills and how to overcome their improper implementation among students and research scholars. The study highlights the need for institutions to prioritize the development of these skills through targeted training and practice opportunities. [ABSTRACT FROM AUTHOR]

Promoting research knowledge and skills (RKS) is an important task of teacher training programmes. One way of fostering RKS is through research-based learning (RBL). However, student teachers often struggle with the acquisition of RKS and do not benefit from RBL like students of other study programmes. This paper suggests e-learning as one part of the solution to support the design of courses that prepare students for conducting research projects. We present an interactive e-learning module designed to develop student teachers' RKS and analyse the effectiveness of (1) the e-learning module, (2) its combination with online instruction and (3) online instruction only. Unlike previous research, we assessed the development of student teachers' RKS (n = 402) using a standardised test. Findings revealed that both e-learning formats were effective in developing students' RKS. Moreover, the study provided evidence of the sustainability of learning gains obtained through the e-learning module. Both e-learning formats proved superior to online instruction only, which in turn did not promote students' RKS significantly, regardless of whether the course taught research methods explicitly or dealt with the contents of research. Thus, the development of further e-learning opportunities in the context of RBL should receive more attention in the future. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I investigate the place of philosophical literacy in teachers' research literacy. Drawing on Pring, Bridges and Winch, I ask what the relationship is between being "research literate" in the field of education and understanding key philosophical debates in the field. I hold that properly implementing research findings in educational practice depends on a philosophical understanding of (a) normative, (b) conceptual and (c) methodological matters and that, therefore, "research literacy" in education must also include "philosophical literacy". I question whether it is too much to expect that, in order to become research literate, teachers must also become philosophically literate. However, I demonstrate that questions of the utilisation of research cannot be separated from questions of the production of research. In the end, I hold that "research literacy" is simply a different way of looking at deep methodological questions that have always been part of the discipline of Education. [ABSTRACT FROM AUTHOR]

Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The "research literacy approach" focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The "school-wide implementation approach" has a broader perspective including organizational factors and the context of teaching. A review group which examined relevant research literature on implementation in schools identified six core components that advanced EBP. An example of a school-wide implementation in Norway is presented, which illustrates how a school-wide model was put into practice based on guidelines produced by experts in the field. In conclusion, both the "research literacy" and the "wholeschool" approach can advantageously strengthen their emphasis on implementation knowledge in order to promote EBP in schools. [ABSTRACT FROM AUTHOR]

In recent times, the relationship between research and teaching has often been framed in terms of experimental investigations demonstrating what are effective pedagogical techniques. However, this is only one of several influential models of that relationship. While research literacy plays a key role in all of them, these models vary according to the type of research knowledge and skill felt to be of value to teachers, and in how teaching and education are conceptualised. This can be illustrated by the diverse forms of educational action research, and by different interpretations of "reflective practice". To further explore the role of research literacy, I examine the case of research on teaching about research methods, addressing the following questions: What role does pedagogical research play in research methods teaching? What might this tell us about the relationship between research and teaching more generally? What does it say about the notion of research literacy? [ABSTRACT FROM AUTHOR]

The paper offers a novel philosophical perspective on how research literacy should be conceptualised in the educational domain. Standard accounts of teacher research literacy consider it merely a subset of the skills of an educational researcher. Therefore, the accounts largely ignore the need to anchor or embed the mode of engagement with research in the particular demands of the professional role. By contrast, we argue that a virtue-based account of the epistemic agency involved in receiving testimony can help deliver a normatively attractive and empirically plausible account that is tailored to the role. We support the account with an original in-depth analysis of actual teacher engagement with research. [ABSTRACT FROM AUTHOR]

Background. Exposure to conflicting health information can produce negative affective and cognitive responses, including confusion and backlash, and the effects of this exposure can even "carry over" and reduce people's receptivity to subsequent messages about health behaviors for which there is scientific consensus. What is not known is whether certain population subgroups are more vulnerable to such carryover effects. Aims. This study investigates whether carryover effects of exposure to conflicting information are moderated by two factors, trust in news media and research literacy, testing the hypothesis that lower trust and higher literacy could protect against such effects. Method. The analysis draws on data from a longitudinal population-based experiment (N = 2,716), in which participants were randomly assigned to view health news stories and social media posts that either did or did not feature conflicting information, and subsequently exposed to ads from existing health campaigns about behaviors for which there is scientific consensus. Structural equation modeling was used to test study hypotheses. Results. Neither lower trust in news media nor higher research literacy protected against carryover effects, as effects were observed across levels of both trust and literacy. Although level of research literacy did not affect whether carryover effects were observed, it did shape how those effects emerged. Conclusion. The public, regardless of their level of trust in news media or research literacy, is vulnerable to the downstream effects of exposure to conflicting health information. Targeted health communication interventions are needed to improve messaging about evolving science and, in turn, increase receptivity to public health recommendations. [ABSTRACT FROM AUTHOR]

The Youth Scientific Group (YSG) is an extracurricular activity that has a positive impact on students. Unfortunately, the presence of YSG in various schools, including SMAN 1 Tumpang, is still not optimal. In this high school located in Malang Regency, the YSG activities have not been carried out consistently. The scientific competence and research literacy of students at SMAN 1 Tumpang have not been fully utilized. In response to this issue, the aim of the Community Science and Technology Program (Community Service Program) is to enhance the scientific competence and literacy of students at SMAN 1 Tumpang through mentoring in the preparation of YSG. This Community Service Program consists of several stages, including observation and problem identification, preparation of YSG mentors, material presentation, training and mentoring, activity evaluation, and the preparation of scientific articles as program outputs. The average pretest score of the students' knowledge was 39.67, while the posttest score increased to 93.23. The average N-gain of their knowledge reached 0.836. Based on this N-gain value, the students' knowledge improvement is categorized as high. The paired t-test results indicate a significant difference in students' knowledge related to scientific work before (M = 39.7, SD = 20.6) and after the program (M = 93.2, SD = 7.5), t(30) = 14.6, p < .001. Therefore, the program implemented in the partner school has proven to be beneficial in enhancing students' scientific competence.

Abstract Background Considerable resources have been expended, both in universities and health workplaces to improve nurses' abilities to interact with research and research literature to enable their engagement with evidence-based practice. Despite these efforts, a considerable number of nurses experience difficulty with research literature and are reluctant to use it in practice. Aims This study aimed to explore the experiences and perceptions of Registered Nurses when they have been required to read and understand research literature for work or education. Design A qualitative descriptive study using online and in-person focus groups. Methods Focus groups (online and in-person) were conducted between June and November 2020. Forty participants were included. We used focus group recordings and field notes to collect data. Transcribed records of these focus groups were coded on the basis of similarity of meaning and then subjected to thematic analysis. Results Three distinct themes were identified from the data: 'coming into learning about research', fitting research into the reality of nursing life', and 'working towards using research.' Participants described their early experiences in learning about research, experiences both positive and negative in integrating research into practice, and their personal strategies for reading and using research, particularly in the context of significant anxiety about understanding the content of methods and results sections of quantitative research articles. Conclusion This study goes beyond the barriers and facilitators dichotomy that has been the majority of the conversation about nurses' evidence-based practice engagement previously, and explores the issues underlying aversion to research literature. Many nurses struggle with the language, numbers, and/or statistics used in research and this requires educational interventions suited to the problem and the population.

Abstract Background Acupuncture is a popular treatment for women’s health. Several trials and meta-analysis have been published in recent years on key women’s health conditions but it is unclear if this has led to any changes in clinical practice or referrals from other health professionals. The aim of this survey was to explore if, how, and why, aspects of acupuncture practice have changed since our survey in 2013. Method An online cross-sectional survey of registered acupuncturists and Chinese Medicine practitioners in Australia and New Zealand. Questions covered the practitioner demographics and training, women’s health conditions commonly treated, modalities used, sources of information and continuing education (CE) (e.g. webinars), changes in clinical practice, and referral networks. Results One hundred and seventy registered practitioners responded to this survey, with 93% reporting treating women’s health in the last 12 months. The majority of respondents were from Australia (60%), held a bachelors level qualification (60%), and used a traditional Chinese medicine framework (86%). Most practitioners incorporated other modalities in addition to acupuncture. Most practitioners’ referral networks were predominantly based on word of mouth for menstrual, fertility and pregnancy related conditions, with referrals from medical practitioners being much less common. More than half (57%) reported having changed their women’s health practice in the past 12 months; just over a quarter of those who changed treatment (27%) reported it was due to research findings. The most commonly used sources of information/CE used to inform treatment were webinars and conferences, while peer-reviewed journal articles were the least commonly used source. Conclusion Acupuncture practitioners in Australia and New Zealand commonly treat women’s health conditions, but this is usually the result of women seeking them out, rather than being referred from a medical practitioner. The majority of practitioners did report changing their women’s health practice, but peer reviewed academic articles alone are not an ideal medium to convey this information since practitioners favour knowledge obtained from webinars and conferences. Academics and other clinician researchers should consider alternative means of disseminating knowledge beyond traditional academic publications and conferences, special interest groups may assist in this and also help improve research literacy.

There is widespread agreement that the art/science dichotomy is obsolete; professional practice must accommodate both experience-based judgment and evidence-based tools. However, there is little agreement on what this reconciliation entails, partly because we lack a conceptualization of the professional agency involved. What kind of intellectual ability is needed for the translation of research into practice? This article argues that we need a new conception of research literacy, where the distinct issues of application to practice are addressed. By first replacing the art/science dichotomy with a craft model of professional practice, the article explains how research literacy should be conceived as a virtue that preserves the integrity of the domain of expertise. This virtue is served by a set of sensitivities that enable professionals to embed evidence-based tools into practice in a collaborative and situationally attuned way. The craft-oriented conception of research literacy is explored with examples from medicine and teaching. [ABSTRACT FROM AUTHOR]

Background: Considerable resources have been expended, both in universities and health workplaces to improve nurses' abilities to interact with research and research literature to enable their engagement with evidence-based practice. Despite these efforts, a considerable number of nurses experience difficulty with research literature and are reluctant to use it in practice. Aims: This study aimed to explore the experiences and perceptions of Registered Nurses when they have been required to read and understand research literature for work or education. Design: A qualitative descriptive study using online and in-person focus groups. Methods: Focus groups (online and in-person) were conducted between June and November 2020. Forty participants were included. We used focus group recordings and field notes to collect data. Transcribed records of these focus groups were coded on the basis of similarity of meaning and then subjected to thematic analysis. Results: Three distinct themes were identified from the data: 'coming into learning about research', fitting research into the reality of nursing life', and 'working towards using research.' Participants described their early experiences in learning about research, experiences both positive and negative in integrating research into practice, and their personal strategies for reading and using research, particularly in the context of significant anxiety about understanding the content of methods and results sections of quantitative research articles. Conclusion: This study goes beyond the barriers and facilitators dichotomy that has been the majority of the conversation about nurses' evidence-based practice engagement previously, and explores the issues underlying aversion to research literature. Many nurses struggle with the language, numbers, and/or statistics used in research and this requires educational interventions suited to the problem and the population. [ABSTRACT FROM AUTHOR]

The aim of our text is to show the potential benefits of developing research literacy of teachers in general and language teachers in particular. We argue that research-literate teachers may effectively draw upon empirical studies and make informed decisions in the classroom, which has the potential to optimise students’ benefits. We emphasise the fact that, by referring to their experiential knowledge, teachers can also assume the role of active researchers who communicate their observations and validate particular teaching techniques or activities for different contexts and needs. By attempting to clarify basic misunderstandings, we see the need for ‘evidence-informed’ practice in teaching, which stems from an ‘evidence-based’ approach popular in medicine, psychology and psychotherapy. Finally, we demonstrate the suitability of various designs of empirical studies to answer different types of research questions, which we exemplify by high-quality studies from language education. Concluding, we call for tighter cooperation and bidirectional exchange of the know-how between teachers and academics.

Background: Acupuncture is a popular treatment for women's health. Several trials and meta-analysis have been published in recent years on key women's health conditions but it is unclear if this has led to any changes in clinical practice or referrals from other health professionals. The aim of this survey was to explore if, how, and why, aspects of acupuncture practice have changed since our survey in 2013. Method: An online cross-sectional survey of registered acupuncturists and Chinese Medicine practitioners in Australia and New Zealand. Questions covered the practitioner demographics and training, women's health conditions commonly treated, modalities used, sources of information and continuing education (CE) (e.g. webinars), changes in clinical practice, and referral networks. Results: One hundred and seventy registered practitioners responded to this survey, with 93% reporting treating women's health in the last 12 months. The majority of respondents were from Australia (60%), held a bachelors level qualification (60%), and used a traditional Chinese medicine framework (86%). Most practitioners incorporated other modalities in addition to acupuncture. Most practitioners' referral networks were predominantly based on word of mouth for menstrual, fertility and pregnancy related conditions, with referrals from medical practitioners being much less common. More than half (57%) reported having changed their women's health practice in the past 12 months; just over a quarter of those who changed treatment (27%) reported it was due to research findings. The most commonly used sources of information/CE used to inform treatment were webinars and conferences, while peer-reviewed journal articles were the least commonly used source. Conclusion: Acupuncture practitioners in Australia and New Zealand commonly treat women's health conditions, but this is usually the result of women seeking them out, rather than being referred from a medical practitioner. The majority of practitioners did report changing their women's health practice, but peer reviewed academic articles alone are not an ideal medium to convey this information since practitioners favour knowledge obtained from webinars and conferences. Academics and other clinician researchers should consider alternative means of disseminating knowledge beyond traditional academic publications and conferences, special interest groups may assist in this and also help improve research literacy. [ABSTRACT FROM AUTHOR]

The Department of Chaplaincy and Clinical Pastoral Education at The Ohio State University Wexner Medical Center offers a year-long Level II chaplain residency program to chaplains of all faiths. In 2017, the program was awarded a grant to develop a research literacy curriculum and invited a health sciences librarian and a social sciences librarian to teach residents about evidence-based practice and literature research methods. This interprofessional collaboration successfully engaged chaplains and librarians to learn and teach one another about their respective disciplines and how they can support one another in the pursuit of evidence-based spiritual care and research. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Językoznawstwo is the property of Akademii Humanistyczno-Ekonomicznej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined. We thus administered a pre–post-test study to N = 952 students enrolled in 70 RBL courses at 10 German universities and examined potential changes in cognitive and affective-motivational research dispositions. Latent change score modelling indicated that students increased their cognitive research dispositions, whereas most affective-motivational research dispositions decreased. The instructors' interest in the students' work served as a significant predictor of changes in research interest and joy. Practical implications for designing RBL environments can be inferred from the results. [ABSTRACT FROM AUTHOR]

Õpetajate uurimistööalane kirjaoskus väljendub teaduspõhises praktikas, oma õpetamise ja õpilaste õppimise uurimises ning õpilaste uurimistööalaste teadmiste omandamise toetamises. Kasutades kombineeritud uurimismeetodit, oli siinse uuringu eesmärk selgitada välja, millised on Eesti õpetajakoolituse üliõpilaste ja õppejõudude ning õpetajate uurimistööalased teadmised ning kirjeldada, kuidas kasutavad õpetajad uurimistööalast kirjaoskust oma õpetamistöös. Tulemused näitavad, et kui õppejõududel on teiste valimirühmadega võrreldes paremad teadmised, siis õpetajate ja üliõpilaste uurimistööalased teadmised on pigem sarnased. Intervjuudest õpetajatega selgus, et igapäevases õpetamistöös rakendatakse uurimistööalaseid teadmisi eelkõige õpilastele uurimistööga seotud ülesannete koostamisel. Teaduspõhisele õpetamisele eelistatakse praktilisi koolitusi ja arutelusid kolleegidega ning enda õpetamist ja õpilaste õppimise uurimist intervjuudes osalenud õpetajad pigem ei rakenda. Tulemused näitavad, et uurimistööalase kirjaoskuse kujunemist tuleb rohkem toetada ning kõige enam toetust vajavad just töötavad õpetajad. Summary

Teachers’ research literacy is considered to be part of a teachers’ general pedagogical knowledge (Sonmark et al., 2017). Therefore, teachers are expected to implement the most effective and latest empirical results in their practice. Lillejord and Børte (2016) have emphasised that research-based teaching means asking “how” and “why” something is working instead of “what” works. In order to reach this level of interpretation, knowledge of research methodology is needed. Cooper and Stewart (2009) have added that teachers’ research literacy is also seen as teachers taking a researcher’s role. It means that teachers collect data about teaching and learning based on their practice to understand or change something (Borg, 2010). However, studies have identified the reasons why teachers rarely carry out research. It has been disclosed that teachers’ are required to solve problems fast and effectively, while research is too abstract and general (1Block, 2000). Finally, supporting pupils’ knowledge of research is also seen as part of a teachers’ research literacy. This includes teaching pupils about research methods and analysis, as well as reading, writing and discussing empirical papers. [ABSTRACT FROM AUTHOR]

This study investigated the role of autonomous and controlled motivations in influencing Chinese master students' research literacy based on the self-determination theory. Data were collected from 345 master students in Chinese universities. Results from the structural equation modelling analyses suggested both autonomous motivation and supervisors' support significantly influenced master students' research literacy, while the role of controlled motivation in influencing their research literacy did not achieve a significant level. Besides, supervisor's support significantly influenced master students' autonomous and controlled motivation. This study contributed to the people's understanding of roles of supervisors' support, autonomous motivation, and controlled motivation in improving master students' research literacy and provided valuable insights for supervisors and policy makers to make informed decisions on improving students' research literacy. [ABSTRACT FROM AUTHOR]

Introducing epistemology to healthcare students represents a challenge. Yet to be able to practice based on evidence, it is important that healthcare professionals gain an adequate level of research literacy as part of their health care education. This article presents a new way to teach epistemology using a workshop design. Three scientific perspectives on epistemology: humanistic, social science and natural science, are used as lenses to analyse situations from everyday healthcare practice represented by a video. Video is used to facilitate transfer of knowledge and to make it meaningful for students to engage in learning epistemology. Afterwards, three teachers facilitate the students' group work to ensure they get to understand the difference between the scientific perspectives. The workshop has received very good evaluations as students state that for the first time they understand how epistemology directly links to practice.

The increasing datafication of teachers' work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across many OECD Countries. Such practices have been fuelled by global competition for league tables such as the Programme for International Student Assessment (PISA) with 'big data' having a major impact on how teachers are expected to gather, analyse and report data. For schools in Australia, the turn of the millennium has heralded the 'high stakes' data trend and the roll-out of standardised testing. This paper reports on an Australian study's findings, against such a backdrop, to explore the impact and challenges of an overly data-rich environment for educators, teachers and system leaders and what might be the enabling conditions to move towards a more research-rich teaching profession. The findings suggest that perhaps standards and data are not the enemy for teachers, rather it is standardisation and the datafication of students that creates an amplification of the effects of institutional rankings and league tables. Enabling conditions are offered to adopt a more comprehensive and inclusive view of what counts as research and who conducts research, key to enabling a mature teaching profession. [ABSTRACT FROM AUTHOR]

This paper reports on findings from a two-year project, which explored whether undertaking small-scale action research supported the development and articulation of the values of trainee teachers. Underpinned by a conceptualisation of teacher professionalism which prioritised research literacy, it used questionnaires to collect data from a sample of 220 B.Ed. students. The analysis utilised themes relating to research literacy and teacher formation. Findings demonstrated that students saw the relevance of empirical practitioner research. This process also appeared to afford opportunities for students to reflect on, and articulate, their values, and consider their impact at both a personal and pedagogical level. [ABSTRACT FROM AUTHOR]

Purpose: Community-based training in public health research can build capacity for community-based participatory research (CBPR) and foster health partnerships between academics and stakeholders. We describe a community-academic partnership developed from a 15-week program, the Community Research Fellows Training (CRFT), designed to increase research literacy and facilitate equitable relationships in community/researcher collaborations and partnerships. The article provides a description of a community and faculty collaboration to conduct a participatory pilot research project that followed program completion. Methods: Four CRFT program alumni formed a community research team and selected a faculty mentor. After a request for proposal release, the team developed a pilot research proposal that addressed a concern for mental health among women experiencing economic stress. After completion of the pilot research, the community researchers elected to participate in two dissemination efforts, including a manuscript reflecting on their research experience. Team successes, challenges, and recommendations for future training are discussed. Results: Each member of the CRFT pilot research team reflects on how training prepared community members to conduct CBPR research through development and implementation of a pilot research project. Community researchers gained experience in grant proposal development, choosing appropriate health interventions, conducting in-person surveys and telephone interviews, and disseminating study findings. Conclusions: Providing training in public health research before community/researcher collaboration can increase community capacity to engage in research as equitable partners in research question development, study design, and data interpretation and dissemination. The project success suggests that this and similar programs maximize the potential of community-academic health partnerships to address health disparities.

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The expansion of health research to low and middle income countries has increased the likelihood of exploitation and undue influence in economically vulnerable populations. In behavioral research, "reasonable availability", which was originally developed for biomedical research and advocates for the equitable provision of any product developed during the research process, cannot always prevent exploitation. In such cases and settings, the informed consent process may lack cross-cultural validity and therapeutic misconceptions may arise. This article advocates for a mutual learning framework where international researchers can gain cultural competence while training and empowering local partners, increasing community ownership of health research. [ABSTRACT FROM AUTHOR]

Journal clubs are an established and effective method of promoting research literacy and evidence-based practice in the medical field. However, their use in clinical pastoral education (CPE) residencies is relatively new and largely unstudied. In 2016 we surveyed 201 ACPE certified educators of CPE residency programs throughout the United States. Eighty-eight certified educators participated in this first-of-its-kind study. Our aim was to determine the prevalence and structure of existing CPE journal clubs and establish baseline data to determine the effectiveness of future programs for increasing research literacy. Seventy-three percent of respondents indicated they did not have a journal club. Journal clubs that do exist tend to meet at least monthly and last one to two hours. Chaplains, certified educators, or chaplain residents lead the majority of journal clubs. Seventy percent of respondents whose programs had journal clubs indicated they were interested to learn more about journal clubs. Journal clubs do not appear to be common in CPE residencies and chaplains may feel unprepared to lead them. CPE journal clubs would likely be strengthened by collaboration with other disciplines and from additional training for CPE certified educators. We offer suggestions to this end as well as areas for further research. [ABSTRACT FROM AUTHOR]

Racial/ethnic minorities are underrepresented in clinical research in the USA for multifarious reasons, including barriers to effective communication between researchers and potential research participants. To address the communication barriers between researchers and potential participants, we developed a Research Literacy Support (RLS) tool. The focus of this report is to present findings from the second and third phases of development that refined and assessed usability of the RLS tool. We utilized a mixed-methods approach that entailed iterative cognitive testing with participants (N = 52) from diverse racial/ethnic backgrounds and interviews with clinical research recruiters (N = 20) to modify and refine the design and content of the RLS tool (phase 2). This was followed by assessment of the usability of the RLS tool by 100 participants (phase 3). During phase 2, participants provided feedback about layout, word choice, and comprehension of the tool. In phase 3, participants recognized that they had gained knowledge about clinical research from the RLS tool, although they still had a substantial learning gap after using the tool, indicating an opportunity for further refinement. The RLS tool may help advance health equity by addressing communication barriers that may impede minority participation in clinical research. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Postgraduate students required to read large amounts of information compared to undergraduate students. Reading and digesting research reports is unavoidable for postgraduate students as this is how they will be able to gain inputs and information to inform their theses and research articles. Thus, this study developed a valid and reliable research literacy test (RLT) that can be used to assess students' research literacy in the future. The results from this study suggested that research literacy can be assessed based on three sub-domains; information literacy, knowledge of research methodology and statistical literacy. Fleiss kappa value for each sub-domain was 0.88, 0.73, and 0.86 respectively. The residual and fit analysis also indicated that RLT has fulfilled the requirement of unidimensionality of an instrument. Both of person and item reliability indices also are appropriate with 0.70 and 0.85 respectively. The findings indicate that the validity and reliability of RLT is good and appropriate to assess students' research literacy. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Internationale Beziehungen (ZIB) is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite posing a number of benefits, teacher research might be something classroom practitioners avoid engaging in due to inadequate research literacy. Part of this literacy consists of the knowledge and skills required to use popular research methods. Given that teachers might find it useful to read about how their peers have attempted to use such methods in a systematic fashion, this article describes my experience of using interviews and focus groups to better understand students' attitudes, beliefs and practices. [ABSTRACT FROM AUTHOR]

Journal clubs are an established means of ongoing learning in medicine. Beginning with physicians in the nineteenth century, journal clubs have gradually become established in nursing and other allied health professions. However, their use in Clinical Pastoral Education (CPE) is relatively new. We describe the creation of a journal club for CPE residents and discuss the lessons learned from this effort. Over two years, a journal club was conducted with two different cohorts of residents. Residents were surveyed regarding the perceived strengths and weaknesses of the journal club and their recommendations for improvement. A small group of six to eight residents appears to be most effective. Focusing on a specific topic is preferable to broad-based readings. Residents preferred greater discussion about the applicability of the research findings to their clinical activity. Finally, the pros and cons of residents selecting articles and use of the Rush Research Summary Worksheet are discussed. [ABSTRACT FROM PUBLISHER]