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Inclusion has become the focus of a significant body of research, advocacy, and committed action in communities, businesses, and schools across the United States and beyond. Professional development focused on inclusion is part of a program called Joyful Inclusion. Evaluating the impact a professional development program has on stakeholders is often a neglected piece of the puzzle and there is little agreement about the best way to assess the quality of professional development. In this study, we used a value-creation framework to evaluate the Joyful Inclusion program and whether participation in it made a difference. Results from the study suggest that Joyful Inclusion participants improved and increased their communication with parents of students and family engagement, increased student engagement, empowered their students to take ownership over their learning including giving students choice within their instruction, and used co-teaching strategies to improve outcomes for students with disabilities. [ABSTRACT FROM AUTHOR]

BACKGROUND: Hispanics/Latinos are the largest racial/ethnic group among underrepresented populations in the U.S. and multiple sociodemographic, cultural, and linguistic factors have been found to impact their performances on cognitive testing. Despite this, few normative data are available for the heterogeneous Spanish-speaking population in the U.S. OBJECTIVE: To generate normative data on the Trail-Making Test (TMT), Bells Test, Symbol-Digit Modalities Test (SDMT), and the Brief Test of Attention (BTA) for Spanish speakers residing in the U.S. METHODS: The sample included 245 Spanish-speaking individuals aged 18– 80 from eight states across the U.S. (California, Connecticut, Florida, Indiana, New Jersey, Oregon, Virginia, and Wisconsin). Participants were administered attention and processing speed measures as part of a comprehensive neuropsychological battery. We used a Bayesian regression approach to estimate normative data, including covariates found to be important for predicting performances on measures of attention and processing speed. RESULTS: Sociodemographic factors including education, time in the U.S., acculturation, age, and/or sex had differential effects on the TMT-A, TMT-B, SDMT, and the BTA whereas the Bells Test was not influenced by any of these sociodemographic factors. CONCLUSION: Our findings indicate that while sex, age, and educational attainment are important factors to consider, language and acculturation can also influence attention and processing speed performances among Spanish speakers in the U.S. [ABSTRACT FROM AUTHOR]

Background Study: Technology‐supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology‐supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent‐training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co‐occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology‐supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo‐Jen, Lester James C. and Wong Lung‐Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology‐supported learning environments were virtual learning environments, technology‐enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology‐supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology‐supported learning environments from three critical perspectives: "change‐demand," "student‐learning" and "online‐offline." These approaches will collectively ensure that technology‐supported learning environments are both innovative and responsive to the diverse needs of the educational landscape. Lay Description: What is already known about this topic: Technology‐supported learning environments are currently a focal and hot research topic in the field of education.Although numerous studies have been conducted on the learning environment of technical support, there has yet to be a systematic and comprehensive review of the related research. What this paper adds: This study provides a comprehensive review of research on the technology‐supported learning environments over the past two decades.This study primarily presents an overview of research on the technology‐supported learning environments over the past two decades, focusing on main literature, research strength, hot topics and frontier evolution. Implications for practice and/or policy: Researchers need to further advance research on technology‐supported learning environments by enriching research designs and methods, constructing up‐to‐date guiding theories and achieving a balance across different educational domains while extending the reach to all disciplines.Educational practitioners need to pay attention to the design and implementation of technology‐supported learning environments from the three viewpoints of "change‐demand," "student‐learning" and "online‐offline." [ABSTRACT FROM AUTHOR]

Purpose: The primary purpose of this comprehensive literature review was to analyze the current body of social justice research in Physical Education Teacher Education conducted in the United States exclusively. As a secondary purpose, we defined social justice as articulated in the Physical Education Teacher Education literature and summarized discourse undergirding social justice principles. Method: The research design was documentary analysis with keyword searches used to identify articles from selected electronic databases over a 15-year period from 2005 through 2020. Thirteen articles met all inclusion criteria (i.e., empirical studies). These studies were retrieved, reviewed, coded, analyzed thematically, and summarized. Findings/Discussion: From this process, six major recurrent themes emerged: (a) social justice in Black context, (b) learning social justice, (c) diversified and racialized identities, (d) competencies and pedagogies, (e) viewpoints, and (f) criticality and pluralism. [ABSTRACT FROM AUTHOR]

In a K-12 setting, a student's ability to process spoken language can be hindered by vocal dysfunction in their teacher's voice; however, voice training and vocal hygiene are rarely components of K-12 teacher training in the United States, despite a high rate of dysphonia among teachers. A teacher's ability to connect emotionally with students may have a direct impact on student learning. One way for teachers to connect emotionally with students is through their voice, yet educating teachers in vocal emotional communication is broadly absent from pre-service teacher training. This study explores the potential value of using the Linklater Voice Method to increase K-12 teachers' awareness of their voice. This study's participants were all trained in the Linklater Voice Method prior to this study. They self-reported increased awareness of their voices and recognized that this awareness allowed them to use their voice as a teaching tool, giving them the ability to improve classroom management and create a greater emotional connection with students. This increased vocal awareness as a teaching tool was also observed in a classroom setting. [ABSTRACT FROM AUTHOR]

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root. [ABSTRACT FROM AUTHOR]

Background: Limited research exists on the prevalence of undergraduate research participant pools (URPs) in psychology departments or guidelines surrounding their use. Objective: The aim of the current study was to replicate older studies on the prevalence of URPs in the United States and the procedures and guidelines related to those requirements. Method: Psychology department chairs in the U.S. were recruited by email and via the Association of Heads of Departments of Psychology listserv. A total of 604 department chairs participated in the online study by completing a series of assessments related to URP use in their department. Results: Most 4-year institutions (67.7%), but few 2-year institutions (6.3%) had a URP. Of the 4-year institutions with a URP, 83.7% had a research requirement for students enrolled in their introduction to psychology courses. Most departments (84.0%) did not assess the educational value of research participation. Conclusion: Most psychology departments have a URP, but few examined the educational value of research participation. Teaching Implications: Psychology departments should identify learning objectives for research participation, assess outcomes, and identify practices that optimize achieving those objectives. Research requirements should be consistent with ethical principles and empirical evidence of learning. [ABSTRACT FROM AUTHOR]

In this article, we introduce a novel framework called Rural Definition Triangulation (RDT) to enhance the categorization of rurality in educational research. This approach leverages the credibility component from Tracy's "Eight 'Big Tent' Criteria for Excellent Qualitative Research," applying it across qualitative, multimethod, and mixed methods research paradigms. RDT serves as a guide for scholars to authenticate definitions of rurality. We present RDT as a matrix with a vertical axis that represents the continuum of site-centric to participant-centric definitions. The horizontal axis represents the continuum of positivist leaning to interpretivist leaning definitions. We detail the matrix-based structure of RDT, which encompasses four distinct definitional approaches: definition reliance, site definition checking, participation definition checking, and personal description definition. To demonstrate the applicability and effectiveness of RDT, we also provide examples of these four approaches in already published research. [ABSTRACT FROM AUTHOR]

The goals of this bibliometric review of the Review of Educational Research were to gain insights into the evolution of the journal and identify its key contributions to the education literature. Bibliographic data associated with the full set of 3,022 review articles published in RER from 1931 through 2021 were exported from Scopus for bibliometric analysis using VOSviewer software. The review confirmed that RER remains rooted in the American education context, with scholars located outside the United States accounting for only 6% of the RER corpus. The review identified authors and documents published in RER that have had the greatest impact on the broader education literature. Author co-citation analysis visualized the "intellectual structure" of the RER corpus, which is anchored by a "school of thought" associated with Teaching and Learning Strategies and Effects. This research stream has been informed by complementary schools of researchers who have generated theory and research on cognition, teaching, and learning as well as motivation and learning. Although conceptual reviews of research are more prominent, meta-analytic reviews have also come to represent a key pillar in the intellectual structure of RER. Journal co-citation analysis validated the centrality of RER's place within a community of highly ranked education and psychology journals. The findings confirm the strong disciplinary influence of psychology in shaping the journal's direction and content. Adapting to a changing global research landscape in education was identified as a key challenge facing RER in the next decade. [ABSTRACT FROM AUTHOR]

Fifty percent of social science and education doctoral students in the United States fail to complete their programs. Within this context, studies addressing research methods pedagogy and qualitative methods in particular, continue to be limited. Even more limited are accounts of experiences in which students learn through individually chosen projects. This single instrumental case study sought to addresses these issues by: 1) using the Ready Develop Integrate Perform (RDIP) model to frame, design, and implement an immersive competencybased introductory qualitative core course and its supporting learning management system; and, 2) describing the resulting student learning experience as illustrated by assignment scores and course reviews. A sample of online and face-to-face students, representing 37% of eligible participants (n=23) developed research competences and reported a stronger sense of readiness for independent research and dissertation work. This paper adds to the qualitative methods pedagogical literature by addressing improvements to doctoral research methods education. The competency-based design may be implemented in any disciplinary setting. The detailed blueprint and implementation advice for university teachers may also add value to a variety of disciplinary contexts. [ABSTRACT FROM AUTHOR]

In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking 'What is physical education policy research?', we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, 'How is physical education policy research working in different contexts?', 'What counts as policy research?' and 'Who is doing policy research?' We examine how physical education policy research is being taken up across the U.S. and the orientation – or direction – those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation. [ABSTRACT FROM AUTHOR]

The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the Covid-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to early life stress, alter neurobiology, and lead to educational inequities, and (2) based on this research, highlight policies and practices at the school/classroom level and broader structural level that have the potential to address the problem of inequity in our educational systems. We emphasize that educational inequity is a systemic issue, and its resolution will require coordination of local, state, and national policies. [ABSTRACT FROM AUTHOR]

This column explores the concept of competency-based education (CBE). A shift to CBE is a key trend for the future of health care education. Health care professions that have adopted, or started to adopt, a CBE framework include physical therapy, speech-language pathology, social work, medicine, nursing, pharmacology, and dentistry. Internationally, many occupational therapy programs are in the process of shifting to, or have shifted to, a CBE model. This column discusses how although select occupational therapy programs in the United States may individually be considering shifting to, or have shifted to, a CBE framework, there is no national movement to explore adopting the model for occupational therapy or a consensus on defined outcomes for the profession. This column discusses how although select occupational therapy programs in the United States may individually be considering shifting to, or have shifted to, a competency-based education framework, there is no national movement to explore adopting the model for occupational therapy or a consensus on defined outcomes for the profession. [ABSTRACT FROM AUTHOR]

Copyright of Online Journal of Recreation & Sports is the property of Online Journal of Recreation & Sports 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.)

Tensions around open expression at universities in the United States and around the world arise mainly from two sources. Campus members increasingly call to restrict hurtful and hate-based speech, and demand silencing, 'cancelling' or 'de-platforming' outside speakers and campus members who espouse extreme ideological views. At the same time, public and political actors from outside the university attempt to undermine its independence by demanding greater voice to conservative speakers, in an effort to rebalance the ideological makeup of the university. Inclusive freedom – an approach that focuses on ways to promote both open expression and an inclusive climate in contemporary universities – is presented as a theoretical and a practical response to these tensions. Inclusive freedom is anchored in the university's core mission, bounded by its educational and research goals, and reflects a practical commitment to allowing everyone to participate in an open exchange, which starts from all participants recognising their equal standing and dignity. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational 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.)

Arts education advocacy in the United States often relies on arts education research for its arguments, yet significant policy changes supporting arts education are inconsistent from state to state. This article highlights the investigation of a US Gallup Student Poll on South Carolina arts-rich schools. More specifically, the study focuses on how states determine a school's effectiveness and can be held accountable for the ideals of a whole-child education instead of using the narrow lens of test scores. The authors delve into two poll categories that had significance for these schools. Engagement and hope stood out as convincing measures for the arts. The data presented in this article provide a persuasive argument for how the arts can account for school effectiveness. Although the project is closely related to schools in the United States, it is presumed that results from this study are relevant for colleagues in other countries as well, where similar accountability measures prevail. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) 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.)

This chapter presents findings from case studies of four schools in the United States classified as "deep users" of research. Using data from the national administration of the Survey of Evidence in Education, schools were identified based on their reported engagement with research evidence in organisational decision making. Drawing on interviews with school staff, this chapter shares lessons learnt about how schools organise for "deep use" of research. The discussion focuses on what we call the virtuous diamond - the synergistic relationships between culture, leadership, processes and structures - which appears foundational to deep-use schools. Through rich examples and quotes, this chapter provides insight into understanding and building schools' capacity to use research to drive improvement efforts. [ABSTRACT FROM AUTHOR]

As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research. [ABSTRACT FROM AUTHOR]

Educational policy research on teacher unionization in the United States has been dominated by two theoretical perspectives: rent-seeking and teacher voice. While bringing valuable insights to bear, these views have mutated into rigid and often ideologically charged alternatives with strong normative claims about teacher collective bargaining. Drawing from a political economy framework, this article advances a distinct theoretical perspective focusing on the progressive coalition building activities of teachers' unions (i.e., organizing and mobilizing to promote the interests of working people in policymaking). This perspective resolves previous theoretical anomalies of union behavior; provides many new avenues for research; and highlights distinct considerations for the practice of teacher organizing. [ABSTRACT FROM AUTHOR]

The claim that research should prioritize qualities of replicability is foundational to scientific knowledge production. At the same time, replication is not an algorithm but instead based on a disciplinary community's values and norms. With this understanding, we reflect on how varying degrees of replicability and irreplicability are always co-constituted in research projects through historically situated relationships between humans, methods, and technologies. We explore our own research collaborations and choices during the 2020–2021 US school year – defined by the COVID-19 pandemic and emergency remote teaching – to recast irreplicability not as a mark of pseudo-science but instead as an inherent part of studying teaching and learning during emergency conditions. We argue that explicit attention to irreplicability can not only be generative in research design but can help researchers think about themselves as historical actors who are accountable to the particularities and contingencies of the conditions in which they work. [ABSTRACT FROM AUTHOR]

On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school program and support, and school climate, with a focus on school-related practices, policies, and programs. Twelve factors along various dimensions had statistically significant positive or negative effects on on-time graduation. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to address White Christian nationalism, particularly by investigating how it can be unlearned. We argue that learning about White Christian nationalism can help educational stakeholders better understand current educational battles, such as banning books and discussion of critical race theory, and contextualize a wide range of pressing problems facing US education, especially problems involving educational justice and equity. [ABSTRACT FROM AUTHOR]

Life expectancy inequities between more‐ and less‐educated groups have grown by 1 to 2 years over the last several decades in the United States. Simultaneously, employment conditions for many workers have deteriorated. Researchers hypothesize that these adverse conditions mediate educational inequities in mortality. However, methodological barriers have impeded research on the role of employment conditions and other hazards as mediating factors in health inequities. Indeed, traditional mediation analysis methods are often biased in occupational health settings, including in those with exposure‐mediator interactions and mediator‐outcome confounders that are caused by exposure. In this paper, we outline—and provide code for—a marginal structural modeling (MSM) approach for estimating total effects and controlled direct effects originally proposed elsewhere, which can be applied to common mediation analysis settings in occupational health research. As an example, we apply our approach to assess the extent to which disparities in employment quality (EQ)—a multidimensional construct characterizing the terms and conditions of the worker‐employer relationship—explained educational inequities in mortality in a 1999–2015 US Panel Study of Income Dynamics sample of workers with mortality follow‐up through 2017. Under certain strong assumptions described in the text, our estimates suggest that over 70% of the educational inequity in mortality would have been eliminated if EQ had been at the 80th percentile (100th = best) across exposure groups. [ABSTRACT FROM AUTHOR]

Recent international calls have been made to build capacity in engineering by increasing the number of scholars using research-based instructional practices in engineering classrooms. Training traditional engineering professors to conduct engineering education research (EER) supports this goal. Previous work suggests that engineering professors interested in performing social sciences or educational research require structured support when making this transition. We interviewed 18 professors engaged with a grant opportunity in the United States that supports professors conducting EER for the first time through structured mentorship. Thematic analysis of interview data resulted in four findings describing common perceptions and experiences of traditional engineering professors as they begin to conduct formalised EER: motivation to conduct EER, institutional support and barriers, growth in knowledge, and integrating with EER culture. Within these findings, barriers to entering EER were uncovered with implications for professors interested in EER, funding agencies, and prospective mentors, resulting in suggestions for improving access to EER for professors developing as teaching scholars. [ABSTRACT FROM AUTHOR]

Engineering education research (EER) is a growing and increasingly globally connected field. Understanding cultural and contextual factors is fundamental to EER and further is critical to enabling fruitful international collaborations. The purpose of this research is to understand how engineering education researchers experience and understand EER in Australia and the United States to better facilitate future international collaborations. This research draws on eight interviews conducted with participants who had significant experience carrying out EER in both the United States and Australia and ranged in their career status. Two key domains of comparison emerged from the data: 1) The landscape: Structure and resources of EER in each context, and 2) How the landscape plays out: Implications on EER studies and collaborations. Our analysis finds extremely different research environments for EER in Australia and the United States, the implications of which can be explained in par by resource dependency theory and institutional isomorphism. Our results can inform and enhance future collaborations across these national contexts and help researchers identify opportunities for symbiotic research relationships. [ABSTRACT FROM AUTHOR]

The article discusses research which examined the access of art teachers in the U.S. to Internet services during the transition to hybrid and remote teaching due to the coronavirus disease 2019 (COVID-19) pandemic. Topics explored include the software used to analyze the Internet usage experiences of art teachers, the reasons cited for the lack of Internet connectivity such as Internet signal and equipment problems, and the need to compensate both teachers and students for their Internet data.

This study aims to investigate previous curriculum research on physical education and sports using the bibliometric mapping method. A systematic map was created for the research tendencies in physical education and sports curricula studies conducted between 1975 and 2021. Accordingly, the intention is to fill a gap in the literature by conducting a general situation analysis about the present status of curriculum studies in physical education and sports based on the publication and citation data obtained from the Web of Science (WoS) database. The software VOSviewer was utilised for the bibliometric analysis. After scanning the studies in the database, 454 studies were accessed at the initial stage. A total of 114 studies were covered in the analysis by following certain exclusion criteria. The findings suggested that curriculum studies in physical education and sports were conducted in association with numerous multidisciplinary research areas. Furthermore, in recent years, a linear increase in curriculum studies has occurred on this subject matter. It was also found that scientists from universities in the United States of America were at the centre of the studies. Another striking result was the limited number of journals specialising in sports and education. The results of the bibliometric maps also demonstrated that the researchers in this field investigated a variety of subjects that can be grouped under four main disciplines: 'health and physical education,' 'curriculum reform,' 'contents,' and 'pre-service teachers.' Addedl the results revealed that studies on physical education and sports curricula were conducted with a focus on current developments. [ABSTRACT FROM AUTHOR]

Performance-based tools to assess school readiness domains such as Approaches to Learning are lacking in Low and Middle-Income Countries such as Kenya. This study aims to develop the Kenyan version of the FOCUS app (Finding Out Children's Unique Strengths), a game-like computer tablet assessment of two Approaches to Learning domains: mastery motivation and executive functions. We used a design-based research approach to develop and validate the FOCUS app, initially designed for the US and Hungarian Cultures, to suit the Kenyan context. We later followed children longitudinally from preschool to grade 1, to assess the applicability of the FOCUS app to the two grade levels. Results showed that the FOCUS app is valid and reliable. There was no significant difference in mastery motivation between the two waves. The FOCUS App can complement other school readiness tools to assess Approaches to Learning as one of the strategies to enhance school and life success. [ABSTRACT FROM AUTHOR]

Current initiatives to transform undergraduate STEM education in the United States advocate for the use of multidimensional learning, wherein instruction provides opportunities for students to gain competency with fundamental or cross-disciplinary concepts and practices. To achieve this goal, the discipline-based education research (DBER) community is drawing on theories and approaches from the cognitive sciences to better understand how instructional choices may influence student cognition and performance. In this study, we investigate the extent to which adding visual representation to exam questions may alter the cognitive demand placed on the learner, thereby affecting exam performance. Exam questions were crafted in pairs – one form embedded some necessary information within a visual representation, while the other comprised only text – and distributed on exams across an undergraduate molecular life sciences curriculum. Comparison of analogous questions indicates that visual representation does affect performance on most questions; however, the nature of that effect depends on other features (e.g., format, cognitive level) of the task. Adding a visual representation to difficult open-response questions often decreased performance further, while adding a representation to similarly difficult forced-response items was more likely to increase performance. Drawing on cognitive theories of learning, we rationalize how the presence and interactivity of these elements may affect the cognitive load of the task and working memory efficiency. The findings of this study have implications for instructors regarding the design and interpretation of student assessments and call on researchers for deeper investigation of the relationship between student cognition and multidimensional assessments. [ABSTRACT FROM AUTHOR]

Background: Most medical educational programs emphasize clinical observation or clinical skill acquisition, fewer focus upon research. The Danish-American Research Exchange (DARE) program, sponsored by the Lundbeck Foundation, is unique in that the medical student initiates biomedical research collaboration between Danish and US medical institutions. To achieve this, Danish medical students (DARE students) conduct binational mentored research projects while based in the United States for 10 months. In addition, DARE students are introduced to interdisciplinary thinking about how to develop ultra-low-cost healthcare interventions through the '$10 Challenge'. Methods: We conducted a cross-sectional study of DARE alumni over five consecutive years (2015–2020, n = 24). Research metrics included completion of a research project, primary authorship, and co-authorship of publications. The number of publications, prior to and after the DARE program were enumerated. For the first four cohorts, graduation from medical school and acceptance or intention to enter a joint MD-PhD program also were assessed. Two focus groups were conducted using constructivist grounded theory. Discussions were transcribed, redacted, and coded using Dedoose software. Results: DARE Medical students were 31.2 years (range 24–35), the majority were women (67%;16/24). The majority (17/24;71%) completed a first author publication in a peer-reviewed journal with a median of 3.9 per DARE alumnus. DARE alumnus reported increased proficiency in biostatistics, epidemiology, coding and public speaking as well as stronger research qualities in creativity, critical thinking, comfort in approaching scientist in both the US and Denmark (p < 0.001 for all). Qualitative key themes included: increased confidence, a deepening of research inquiry and linkage to a research network. Conclusions: Preliminarily, this study suggests that medical students can initiate binational collaboration in medicine. Benefits include research productivity, intention to pursue academic medical careers, as well as positive impacts on motivation. This medical student-initiated research model lays the groundwork for using this model across other country pairs to promote binational collaboration. [ABSTRACT FROM AUTHOR]

Although there has been an accelerated growth in the education field in developed countries since the second half of the 20th century, it is not the case among developing regions where progress is slow and uneven. To help the Southeast Asian region move forward, it is imperative to examine the topographical trends within this field of study. Thus, this study sought to gain empirical insights into the current status of educational research in Southeast Asia and how it compares globally and to the United States as the leading country in the field. A total of 13,527 documents from 709 education-related source titles from the Scopus database were examined. Using a bibliometric approach, the findings revealed that despite the region's progress in educational research, its contribution to global scientific knowledge remains modest compared to other leading countries. A stable growth rate and selective publications in favour of top-tier journals were also observed among the leading countries in the region. Meanwhile, education scholars from emerging countries frequently publish their work in low-tier journals. A substantial link between research productivity, impact, and collaboration was also observed. The paper concludes with practical, theoretical, and methodological implications of the findings. [ABSTRACT FROM AUTHOR]

In this article, we contribute to the scant literature covering quantitative studies on the determinants of the non-academic staff incidence in higher education institutions by analysing how the proportion of non-academic staff is related to key features such as size, prestige, year of foundation and financial structure of universities. We apply nonlinear regression analysis to compare HEIs across Europe and the USA, taking into account time and cross-country heterogeneity of the two balanced panel datasets concerning European and American universities over a period of 6 years (2011–2016 for Europe and 2012–2017 for the USA). Evidence suggests that in both Europe and the USA, public and larger (if sufficiently large) as well as more research-oriented units are characterised by a higher proportion of non-academic staff. In Europe, we observe an inverted U-shaped effect of the share of non-personnel expenditure and the foundation year on the proportion of non-academic staff, while the proportion of non-academic staff decreases with the share of core and third-party funding. For the USA, we obtain similar findings except that the share of core funding and third-party funding is characterised by a U-shaped effect, and the impact of the share of non-personnel expenditure has no empirical effect on the proportion of non-academic staff. Additionally, we discover that some factors that contribute to the proportion of non-academic staff may constitute indicators of performance, suggesting the need for further research to extend our knowledge on the complex issue of the role played by non-academic staff in university performance. [ABSTRACT FROM AUTHOR]

In this study, a relational systematic map of research trends in education, physical education, and sports for disabled people was prepared with the bibliometric mapping method. Scientific data obtained from the Web of Science (WoS) was used in the research. After the search in the WoS database, 423 studies were accessed, and 415 of these were included in the final analysis by applying the exclusion criteria. The VOSviewer (Visualization of Similarities) program was used for the bibliometric analysis. The results of the research demonstrate that the number of studies in the field has increased from the 1980s to the present day. The studies included in the research were published in 50 different countries, in 133 different journals and were carried out by 770 authors working in 409 different universities/institutions. According to the findings, most of the research, the highest number of citations, and the most influential authors were based in the United States of America. The results showed that the most cited author in this field works collaboratively with many national and international researchers. The results of the research may provide practical information for politicians, practitioners, and lecturers to draw their attention to new research trends and opportunities regarding education, physical education and sports for individuals with disabilities. [ABSTRACT FROM AUTHOR]

With more low-income children in the United States participating in center-based early childhood education programs than ever before, understanding the features of preschool classrooms that promote positive and equitable outcomes for children is of increasing concern to education researchers. Relatively little empirical work, however, has considered the role that characteristics outside of preschool walls might play in shaping low-income children's learning and development early in life. This study uses novel administrative data to characterize the institutional resources, indicators of social organization, and structural determinants of development for the neighborhoods surrounding 195 preschools across nine U.S. cities. Using latent profile analysis, preschool neighborhoods were grouped into four profiles reflecting different combinations of community characteristics. These neighborhood profiles predicted low-income preschoolers' (N = 1,230; M age = 4.18 years) language/literacy, executive function, and approaches to learning at the end of the 2009 or 2010 academic year, with particularly positive outcomes in communities characterized by high physical disorder and unaffordability, as well as in those marked by high community resources and physical order and low residential mobility. Findings highlight the multidimensional realities of low-income children's preschool community environments and offer new directions for characterizing educational contexts. Educational Impact and Implications Statement: The results of this study suggest that the neighborhoods surrounding low-income children's preschools are characterized by different combinations of positive and negative features, pushing back against the idea that such environments are universally disadvantaged. The combinations of these preschool neighborhood features appear to meaningfully relate to children's school readiness skills, with particularly positive outcomes observed in communities characterized by high physical disorder and unaffordability, as well as in those marked by high community resources and physical order, and low residential mobility. These findings highlight the important role that children's experiences outside of their schools' walls likely play in shaping their development and learning. [ABSTRACT FROM AUTHOR]

Despite the outsized influence the Catholic school sector in the United States has on policymaking, research into the organization of Catholic schools has not kept pace with contemporary educational research trends. In this brief paper, we diagnose how conceptual and empirical decisions made within the field of Catholic education resulted in the field's relative isolation from other research communities and highlight additional explanations for the diminished relevance of research into Catholic schooling in the United States in recent years. Following this diagnosis and synthesis, we argue that Catholic educational research would be enhanced by considering contemporary organizational and policy research trends and propose new directions that may allow U.S. Catholic school researchers to increase their field's relevance. [ABSTRACT FROM AUTHOR]

Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants' struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths' voices exhibited development of resilience and navigation skills. Drawing on Alim and Paris' culturally sustaining model, we propose recommendations and pedagogical implications for preparing globally competent teachers and teacher educators enabled and empowered to teach all 21st-century citizens, including African immigrants. [ABSTRACT FROM AUTHOR]

The formation of an academic field is evidenced by many factors, including the growth of relevant research articles and the increasing impact of highly cited publications. Building upon recent scoping reviews of journal publications in STEM education, this study aimed to provide a systematic review of high impact empirical studies in STEM education to gain insights into the development of STEM education research paradigms. Through a search of the Web of Science core database, we identified the top 100 most-cited empirical studies focusing on STEM education that were published in journals from 2000 to 2021 and examined them in terms of various aspects, including the journals where they were published, disciplinary content coverage, research topics and methods, and authorship's nationality/region and profession. The results show that STEM education continues to gain more exposure and varied disciplinary content with an increasing number of high impact empirical studies published in journals in various STEM disciplines. High impact research articles were mainly authored by researchers in the West, especially the United States, and indicate possible "hot" topics within the broader field of STEM education. Our analysis also revealed the increased participation and contributions from researchers in diverse fields who are working to formulate research agendas in STEM education and the nature of STEM education scholarship. [ABSTRACT FROM AUTHOR]

Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships' existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs. [ABSTRACT FROM AUTHOR]

We are three Latin American women, once travellers – now US dwellers, mujeres de color, Mestizas, Neplanteras – sometimes 'Malintzin researchers' struggling to make sense of all our pieces, identities and changing faces. We draw upon the disruption of apartheid of knowledge in academia, arguing for counter-narratives through the use of pláticas and testimonio as tools to theorize personal experiences that contribute to the decolonization of educational research. We are advancing pláticas and testimonios as epistemological and methodological approaches to challenge and disrupt widespread Westernized research approaches that continue colonizing the U.S. education research. [ABSTRACT FROM AUTHOR]

How can understanding Native American perspectives of the history of education and research in the United States strengthen the teaching and learning of Indigenous research methods? To answer this, the author shares personal stories and offers an in-depth look at The Sacred Circle, a research collaborative that examined the historical relationship between Native Peoples, education, and research. Lessons learned highlight seven ways to integrate history into teaching Indigenous research methods to strengthen research education. The author also offers an innovative Indigenous pedagogy of history to guide these practices moving forward. [ABSTRACT FROM AUTHOR]

There is a paucity of research on the educational experiences of Filipinx Americans, the second-largest Asian American group in the United States. Studies that do exist often lump Filipinxs with other Asian Americans or present them devoid of critical contexts that shape their experience, namely, colonialism and racialization. Using a desire-based framework and empire as an analytic, we conducted a semi-systematic review of 74 journal articles to better understand how Filipinx Americans are presented in the research. Our analysis suggests that researchers often position Filipinx Americans relative to whiteness or utilize critical educational framings to interrogate the complex ways they are racialized. We offer implications for research focused on Filipinx Americans and minoritized groups. We conclude by discussing the utility of interdisciplinary research as well as the necessity for desirability and empire as a lens for future education research. [ABSTRACT FROM AUTHOR]

It is urgent to configure new knowledge based on the knowledge of the Other, considered inferior, and not only in the episteme of the modern/colonial Logo, considered superior. I suggest decolonizing the social sciences through Alterphysy and Decolonial Doing. I take Alterphysy as an "other" way of knowing, for the detachment of modern/colonial epistemology. I analyze for what one "other" methodology. I characterize decolonial doing as a decolonizing process, to disobey the USA-Eurocentric research methodology, through actions and traces: communal contemplation, alterative conversation and configurational reflection, which characterize the decolonial vocation. [ABSTRACT FROM AUTHOR]

For decades, scholarship on preservice social studies teacher education in the United States has grappled with the unsystematic nature of research in this field. Given the broad and enduring attempt to overcome these divisions, however, it is noteworthy that there has not been a recent attempt to systematically categorize those divisions. This literature review analyzes 139 articles published between 2009 and 2019 through the lens of the divisions between "traditional," "disciplinary," and "critical" strands of social studies research on teacher education. Results indicate that disciplinary and critical strands dominate the contemporary literature and provide two distinct research agendas for understanding the development of new social studies teachers. Reconsidering social studies teacher education as a field containing two divergent systems, this review maps the fault lines defining the field and explores how it might respond to those divisions in ways that are meaningful for researchers, students, and practitioners. [ABSTRACT FROM AUTHOR]

Strengthening the Federal Approach to Educational Equity During the Pandemic provides a timely analysis of three issues of great national significance for education and the United States. First, it synthesizes preliminary research regarding the pandemic's educational harms through the 2020-2021 school year, including learning losses and the disparate impact of the pandemic on particular subgroups of children. It concludes by noting that the disproportionate adverse impact of the pandemic on vulnerable subgroups should lead federal intervention to prioritize educational equity. Second, it describes the federal legislative and executive response to the pandemic and critiques how this response may impact educational equity. Finally, after explaining a comprehensive theory for education federalism that prioritizes educational equity, the article proposes how the federal response to the pandemic should be strengthened to advance a coherent and consistent approach to education federalism that focuses on educational equity. [ABSTRACT FROM AUTHOR]

This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices. [ABSTRACT FROM AUTHOR]

It was purposed in this study to reveal the trend in the relevant field by making a bibliometric evaluation of the educational research articles published on botanic gardens, national parks, and natural monuments in the Web of Science (WoS) database. Within the scope of quantitative methodology, the bibliometrics was applied in the study. The data were taken from the WoS database generated by Clarivate Analytics. The study data covered the years between 1975 and 2020. Bibliometric analysis techniques were used in the analysis of the data. 44,138 records related to the study subject were obtained in the WoS database, and 98 of them were determined in the category of educational research. Analyses were conducted on 58 articles in the category of educational research. As a result of the analyses, it was observed that half of the articles were published in the last 5 years. It was also concluded that the publication language of the articles was predominantly English and that the researchers working in the United States provided the highest contribution to the related literature by producing 20 articles. In addition, it was determined that the most effective journals related to the study subject were "Environmental Education Research" and "Journal of Environmental Education". A total of 180 different keywords were included in the analyzed articles, and the most used ones were "environmental education" and "botanic garden". It was also concluded that 1885 different publications, 1596 authors, and 1309 sources were cited in the articles examined within this research. The articles in the WoS database were examined in this study, and it is important to carry out similar studies in different publication types and databases in terms of revealing the trend in this subject. [ABSTRACT FROM AUTHOR]

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