Search

Abstract Analyzing the relationship between Internet attention and teaching research can provide a reference for extracting and identifying research hot spots in the discipline. Currently, many kinds of literature obtain social hot‐spot information based on a single platform, such as the Baidu Index, China National Knowledge Infrastructure (CNKI), and Web of Science. Still, they ignore the common information reflected between the Baidu Index platform and the professional academic platform and the lack of relationship demonstration between them. Therefore, based on the CNKI database and Baidu Index platform, the most critical data statistical analysis service platform in the Internet era, this article proposes a relationship modeling and prediction framework (RMPF). First, RMPF analyzes the relationship between public attention and teaching research from the perspective of “high school information technology” by word frequency analysis and Pearson. Second, RMPF constructs the relationship model between them using leave‐one‐out cross‐validation. Third, RMPF predicts the development of subject teaching and research using the autoregressive integrated moving average model and multiple regressions. The results show that the correlation coefficient between public attention and teaching research is more than 0.65 from the perspective of “high school information technology,” showing a strong positive correlation. In recent years, the focus of high school information technology discipline tends to be integrating multimedia technology, cloud classroom, artificial intelligence, and other technologies and disciplines. In addition, discipline literature volume growth will slow in the next 2 years, with an average annual publication of 350 articles. The overall number of literature decreased by about 120 compared with 2020. Based on the proposed RMPF, this study clarifies the relationship between subject attention and teaching research through experimental demonstration and provides an implementation framework reference for researchers of relevant literature.

Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master's of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students' 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed. [ABSTRACT FROM AUTHOR]

With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers' intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers' presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods. [ABSTRACT FROM AUTHOR]

Grounded in a framework of high-impact educational practices, this article offers a model for incorporating Community Based Participatory Action Research (CBPR) into the social work graduate curriculum. The authors review the history of CBPR in social work and social work education and identify challenges and gaps when CBPR has been used in university settings. Two case studies are then examined: a MSW course that conducted a study on youth experiencing homelessness and a doctoral course centered on a study of HIV in the Ethiopian immigrant community. Implications for social work education at both the MSW and PhD levels are discussed. [ABSTRACT FROM AUTHOR]

Rapid Cycle Quality Improvement (RCQI) is often required for behavioral health work force training and evaluation projects supported by the U.S. Health Resources and Services Administration (HRSA). The RCQI process is well established within healthcare but under-utilized in academia to improve teaching and learning. We created and piloted the Friday Feedback (FF) survey tool as part of a HRSA funded training program for weekly completion by MSW interns. Across two semesters of full-time field education, a cohort of 15 MSW students completed 281 weekly FF surveys. Students reported activities such as number of patients seen, observations about integration of behavioral and physical health, patient successes and challenges, and time spent working on interdisciplinary teams. Cumulatively, students reported working with 2,425 patients/clients and in frequent close collaboration with other health professions. A review team comprised of faculty and staff met weekly to discuss students' FF data and create response plans to promote student learning. The RCQI process was feasible and acceptable to students and the team. It created a feedback loop to improve students' field experiences, enhanced the curriculum, and enabled effective monitoring and rapid response from team to students. Benefits and challenges of this RCQI approach to enhance field education along with lessons learned for wider adoption are discussed. [ABSTRACT FROM AUTHOR]

Reflective teaching is a new teaching concept arising in the new era compared with traditional teaching methods. It requires teachers to change the previous teaching mode of mechanical reproduction to realize reflection on teaching methods, teaching modes, teaching contents, etc. Through reflection, the most efficient teaching methods are chosen to help students complete the acquisition of complex knowledge with concise thinking. [ABSTRACT FROM AUTHOR]

This paper describes an innovative and replicable approach to teaching qualitative research through archived oral histories. Undergraduates with no research experience were able to pursue individual research questions and prepare a public conference presentation within one semester. In so doing, this approach overcame the barrier of a shortened timeframe for social sciences research involving human subjects. Each student learned how to a) manage the audio files and transcripts, b) code the transcripts, c) identify themes, and d) present their findings in a poster presentation suitable for a research symposium. Each project pursued a research question relevant to the student's career goals. Tailoring the projects in this way produced an experience that was engaging, valuable, and relevant to each student. Readers will learn the scaffolded pedagogy we adopted and uncover oral history collections for their own use. [ABSTRACT FROM AUTHOR]

The research process is usually construed as linear, from registration to graduation, defined by completion within a certain period. This notion of a linear 'pipeline' has been critiqued for its embeddedness in a managerial discourse and the way it constrains transformation. Here, we focus on how writing support gets ensnared in 'pipeline thinking', partly because of the dominant image of communication as a conduit, an image that shapes approaches to teaching research writing. Our experiences with the design, teaching and research of an online writing course unsettle fixed views of writing as a stable signifier of a position within, and completion of, the pipeline. We use Deleuze and Guattari's concept of the rhizome as a way of showing the paradox of research journeys—of keeping moving, while being located here, there and somewhere else. There is always an excess, something that spills out from pipelines. We offer snapshots of different kinds of data that express a 'both-and' rather than an 'either-or' logic: both course and resource, engagements within and beyond the course and writing as both process and product. Rhizomatic thinking allowed us to reflect on participants' research journeys, our course design and research process, as dynamic encounters with the potential for creativity and transformation. This yielded questions about writing and literacy where the emergent qualities of curriculum, writer identities and textual 'products-for-now' are embraced rather than suppressed. [ABSTRACT FROM AUTHOR]

Reflexivity involves examining one's background and perspectives in relation to the research topic, participants, and the processes and practices of research. Building on the growing field of utilizing arts-based practices in teaching qualitative research, in this article we examine how one doctoral student's engagement with drawing and painting within and beyond a qualitative research class supported her developing reflexivity. Guided by an interactional ethnographic perspective, we conducted domain, taxonomic, and discourse analyses of the student's art, reflection journals, video of a class presentation, and retrospective reflections she wrote three years later. Through these analyses we make visible that reflexivity through art creates potentials for understanding and transcending one's background to create new opportunities for learning about self and research. We also argue that deepening reflexivity requires a commitment to engage in the discomforts of learning in order to develop new ways of thinking and researching. [ABSTRACT FROM AUTHOR]

In this article, I present a thought experiment highlighting some lessons of the COVID-19 pandemic for language education. I focus on two characteristics of the pandemic and the English language teaching (ELT) industry. First, during the pandemic, humans appeared to grapple with the ancient problem of killer viruses, with modern medicine initially offering little beyond basic advice; and ELT seems to deal with old problems like teaching vocabulary with little real progress in decades. Second, Asia was the epicenter of COVID-19 that later spread worldwide and caused social consequences in addition to health disasters; and the history of English as an additional language started in Asia before spreading to other places and creating sociocultural challenges. Departing from this tentative analogy, I argue that traditional ELT theory and research trends need to be revisited, and sociopolitical concerns should be considered as crucial aspects of the essence of ELT. [ABSTRACT FROM AUTHOR]

Technology is opening doors to new methods of instruction that can support the learning of different types of students; flipped learning is one such approach. Due to its structure and theoretical underpinnings, flipped learning can help overcome the well-documented negative student attitudes towards research class to help them achieve the required learning. In this article, flipped learning and its theoretical bases are explained before detailing its application in an introductory social work research methods class. Benefits as well as limitations of this method are discussed to allow other instructors to assess how they could use it in a single class or an entire course. [ABSTRACT FROM AUTHOR]

Experiential learning techniques have the ability to prepare social work students for practice by exposing them to real world challenges and allowing them to gain hands on experience. However, little is known about the direct impact such techniques have on students' social work careers post-graduation. This study aims to fill that gap. Qualitative interviews were conducted with graduates from an undergraduate social work program (N=20) who had participated in an immersion learning course as part of their social work education. In part, this course focused on poverty, homelessness, and sexual exploitation of women. The six values of the NASW Code of Ethics and the principles based on these values were used as a framework to investigate the impact of this course. Interviews were analyzed by multiple investigators using Nvivo12. Findings indicate that experiential learning techniques, such as immersion learning, can have an impact on how students understand and apply each of the six ethical values of the Code with a generalist approach to poverty and homelessness post-graduation. Particularly, students reported an ability to better apply the values of social justice, dignity and worth of the person, importance of human relationships, and competence to their social work careers. These findings further inform social work education and reinforce the utility of experiential learning. [ABSTRACT FROM AUTHOR]

There are important challenges for the implementation of academic projects with a transdisciplinary approach. This text reflects on an experience of organizing transdisciplinary work that can be applied to teaching, research and engagement. First, a review of the process that led to the dominance of disciplinary logic is presented, and then shows how complexity is the most appropriate way to transition to transdiscipline. Subsequently, the experience on managing a team for intervention and transdisciplinary research is addressed. Finally, it concludes on some of the challenges of the university organization for initiatives of this nature. [ABSTRACT FROM AUTHOR]

Research on teaching and education corresponds with normative requirements. In order to deal with this normativity, a systems theory approach constructs the perspective of a second order observation. By means of introducing the analogy of medieval folly, the function of a systems theory approach to research on teaching and education is delineated. An empirical sequence is scrutinised in order to illustrate the conclusions drawn. Accordingly, such enterprises not led by normative objectives can contribute to revealing pedagogical communications’ idiosyncrasies whilst yet including an awareness for the pedagogical field’s normative logic. [ABSTRACT FROM AUTHOR]

The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the 'spirit of research'. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching. [ABSTRACT FROM AUTHOR]

Pedagogies and technologies evolve, yet academic library learning spaces are unable to keep up with the change. Budgetary and space limitations, traditional teaching practices, and staid attitudes all contribute to tethered spaces hindering active learning. This is a documentation of the authors’ urgent need to break free from tradition while providing students and faculty interactive equipment meeting pedagogical needs in an un-tethered, flexible learning space in three library and non-library spaces at the University of Florida's George A. Smathers Libraries Education and Architecture and Fine Arts Libraries. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China's evidence-based reform in education can still contribute experience to its world counterpart. [ABSTRACT FROM AUTHOR]

Systematic inquiry is an inherent part of social work practice. Despite this fact, social work students and practitioners continue to view research as difficult, intimidating and irrelevant. This disconnect is compounded by a lack of rigorous study on how best to teach research concepts to social work students. One way to bridge this gap is to provide a more robust integration of research principles and practices into the MSW curriculum through practice-based research specializations. Yet, a systematic evaluation of the number and character of these specializations is still lacking. To address this reality, we first review the ways that social workers engage in research as a function of their everyday practice, and discuss how social work curricula can better integrate research as a part of practice. We then provide data on research curricula delivery collected in 2017 from 227 accredited two-year MSW programs in the U.S. that include the number of research specializations and research courses each graduate program offers. Based on these findings we suggest a model that bridges the research-practice divide, and conclude with an illustrative case example. [ABSTRACT FROM AUTHOR]

From the perspective of big data, consistent with the social environment, this paper examines the importance of developing urban landscape design and explains the role and importance of big data in the development of landscape design. Taking city J as an example, this paper analyzes the current problems of urban landscape design from the perspective of theory and puts forward important planning strategies of landscape design based on big data. Then, using 273 newly measured magnetoelectric data in the study area, the data set covering the distribution of earthquakes in the mountainous area of J City in 2020 and the data set composed of four important parts of the eastern part of the fault zone in the second stage are generated. The cutting technology and magnetic induction vector analysis technology are used to analyze the electrical structure of the inspection area; the ModEM electromagnetic inversion imaging system is used for 3D inversion of different data and parameters of earthquake distribution in mountainous areas; finally, it is found that it is closely related to the geological conditions, physical characteristics, and deformation data of the area. Finally, in view of the problem that the theory of big data landscape design and Chinese college art education lags behind the social practice, this paper takes the main methods of landscape design research as the necessary research ideas and aims to analyze the current situation and shortcomings of professional teaching research, supplemented by the concept of sustainable development, so as to promote the improvement of teachers' ability in the field of education and teaching. [ABSTRACT FROM AUTHOR]

This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms. [ABSTRACT FROM PUBLISHER]

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers' beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers' in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers' beliefs regarding both autonomy support and structure. As for teachers' actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Kwartalnik Historii Nauki i Techniki is the property of Polska Akademia Nauk, Instytut Historii Nauki 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 report describes a teaching development grant (TDG) project that adopted a design-based research approach to enhance the language assessment literacy of preservice English teachers. In small groups, 92 preservice teachers engaged in test development projects, during which they developed tailor-made language tests for collaborating schools, implemented the tests, analysed responses, evaluated the tests, provided feedback to the schools, and wrote project reports. The assessment tasks they produced were annotated with detailed task features, categorised according to target skills, students and schools and stored in an online database open to incoming students and the world. 48 participants and users of the database evaluated their experience and the database via a questionnaire, which found a generally positive attitude towards the innovation but also several remaining issues to be addressed in the next iteration of the project. This project and the design-based research approach it adopted are applicable to preservice teacher training in other educational contexts as well as other areas of research interest. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL teachers' understanding of DI through exposure to and investigation of their own video-recorded classroom performance. The teachers also received three scaffolding sessions in which a number of DI-related notions were introduced to them to mediate the development of their understanding microgenetically. Analyses of the data revealed changes in the language with which teachers' understanding of the concepts was articulated and the scope of the understanding. Furthermore, the results of post-scaffolding interviews showed that the initiative had been productive in assisting the teachers with developing awareness of individual differences, particularly its contribution to enhancing their management skills. [ABSTRACT FROM AUTHOR]

The concept of Teaching-Research Nexus (TRN) is one of the main characteristics of the academic orientation. The current study attempts to examine how this perception is implemented in Israeli Academic Colleges of Education (ACEs) and how it is expressed in the work of senior teacher educators who have previously served as teachers in schools. An analysis of nine semi-structured interviews pointed to teacher students' and teacher educators' agency as being prominent patterns in the TRN implementation, and which are expressed in three ways: (a) agency of research insights to the educational field; (b) agency of reflective practitioning (an ability of the individual to create a relationship between his or her social and emotional world in the professional context); and (c) agency of cross-cultural research. The discussion delineates the similarities and differences between the perception of TRN among teacher educators in ACEs and academics in other institutions of higher education. [ABSTRACT FROM AUTHOR]

In this study, three interactive, online modules on Universal Design for Learning (UDL) were delivered over four weeks with teacher candidates to improve their skills and knowledge for developing and implementing lesson plans based on UDL principles. Eight teacher candidates who were in a dual certification degree programme (i.e. general and special education) and enrolled in a graduate-level course participated in the study. After completion of the modules, the candidates significantly enhanced their ability to design lesson plans based on UDL principles and reliably implement the lessons during their student teaching placements in both high- and low- technology settings. The candidates described the discussion forums shared with their peers as the most useful aspect of the modules for promoting their learning. Additionally, teachers revealed a strong willingness to apply the principles of UDL in their future teaching. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Teachers are motivated by extrinsic, intrinsic, and altruistic values, but little is known about what might convince other students to become educators. Conducted in two stages, the present study uses a survey to show education majors and non-education majors have different impressions of how careers in education satisfy intrinsic, extrinsic, and altruistic motivations. Then, a randomized experiment shows that prompts concerning extrinsic, intrinsic, and altruistic values increased the interest in teaching among non-education majors. But important differences appeared along lines of gender and academic achievement. Female participants responded positively to intrinsic values but males responded to extrinsic values. High achieving students responded more to altruistic prompts. [ABSTRACT FROM AUTHOR]

The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders' practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and teacher educator functions using a focused analysis of the literature and findings from qualitative research. This research investigated the impact of a professional development programme for primary science leaders. Data were collected from strategic-level informants, programme mentors and science leaders using interviews, questionnaires and a focus group. The findings are analysed to provide a critical overview of the participants' views of the requirements for successful leadership and development of primary science and to illustrate how educator and leader functions are intertwined in science leaders' activities. The article considers the implications of recognising the educator dimension of some teacher leaders' practice and asserts that these implications extend beyond the primary science context of the research. Acknowledging the contribution made by 'unrecognised' teacher educators and enabling them to contribute to and gain from the professional knowledge of the teacher educator community has significant potential to enrich practice in teacher education internationally, nationally and locally. [ABSTRACT FROM AUTHOR]

Despite a growing awareness of the importance of future-oriented reflective practices among teacher-education researchers, there is a gap in the literature regarding the question of whether and in what way these kinds of written reflections promote the development of student teachers' professional identity. To fill this gap, the current study aims to explore the contribution of future-oriented discourse within written reflective narratives to the shaping of student teachers' professional identity. The participants of the study were 16 student teachers in their first year of studies towards a B.Ed. degree with a specialisation in science education. The data were obtained from the student teachers' reflective reports (n = 32) submitted at the end of both the first and the second semesters. The data were analysed combining linguistic and content analyses. The main finding of the current study is that this kind of reflective practice contributes to the development of student teachers' professional identity in three main ways: It allows them to (1) predict the kind of teachers they are going to be, (2) formulate expectations of themselves as teachers, and (3) express concerns regarding their future as teachers. [ABSTRACT FROM AUTHOR]

Teacher preparation and induction are two notable hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Our study challenges this notion through one newly developed teacher residency programme where participating teacher residents are positioned to navigate the simultaneous entanglement of concepts. Using critical posthumanist theories alongside poetic inquiry, this study works at the speculative middles of teacher preparation and induction. We examine a small slice of data from a larger study to zoom into individual interviews with undergraduate teacher residents to explore the question: What does the entanglement of teacher preparation and induction reveal about becoming a teacher? Through our analysis we found that becoming a teacher is (a) fraught with multidimensional relations of obligation; (b) disrupts linear conceptions of space and time; and (c) functions as a co-constitutive property to the production of practices. Furthermore, these findings illuminate ways a critical posthumanist lens might render new questions thinkable for teacher education practice and research. Examining how one residency programme works at the 'speculative middles' of multiple concepts produces an abundance of reverberating implications for expanding a non-linear engagement with research on teacher becoming. [ABSTRACT FROM AUTHOR]

The current neoliberal political climate in education has narrowed the focus of teachers' professional development and reduced their work in the classroom to a simple and predictable process. In this article, we challenge this view by deploying a range of complexity thinking concepts to present an account of teachers as self-organising, inquiring, and emergent professionals, whose classroom practice is constantly evolving as they negotiate different boundaries and make connections across the nested layers of the education system. Lesson Study is recognised as a collaborative, school-based, and long-term form of professional development that appears to have the potential to foster these complex and adaptive features of classroom practice. To this end, in the closing stages of this article, we present examples from our involvement in two longitudinal research projects in Scotland. The project leaders have set up appropriate contexts for Lesson Study that are ripe for a focus on complex adaptive practice in the future. We share our next steps in these two projects but remain realistic about the implications of developing complex adaptive practice through Lesson Study in the current political climate. [ABSTRACT FROM AUTHOR]

The article that we present belongs to the production of the UBACYT Project: "The teaching residence: senses of training based on clinical studies of residents in training devices" and is aimed at communicating some conceptualizations built from the in-depth knowledge of residency cases that we have been carrying out in our program and to think about training from new angles. Secondly, we will work on a problem found around the entrance to the residence through training proposals collected in the investigation and other open ones to provide tools in the construction of roads with transformative responses. We will take some conceptualizations that emerge from the study and that mean reformulations that we consider of interest to make known. These theoretical advances are hypothetical in nature and come from qualitative studies of singular cases that have allowed a greater understanding of the problem stated for this project, not a generalization. We will make proposals for changes to the residence consistent with what has been analyzed in the cases. [ABSTRACT FROM AUTHOR]

El articulo discute la celebración del aniversario de la revista . El articulo también discute la formación a través de la incorporación del Campo de las Prácticas, saberes para la práctica educativa y la formación de la construcción de conocimiento y la investigación. Otros temas discutidos son el entendimiento de la teoría educativa en relación con la formación y nuevas formas criticas para construcción de saber.

This article presents how production in statistical education has developed in the last five years, with a focus on publications generated in Latin America. A systematic review was used, with the PICo strategy. As sources for locating the articles, the databases used in preliminary searches were the Capes platform (conventional database) and Google Scholar. The publication period chosen was 2014 through 2019. To include the articles, two independent readers read the titles and abstracts, considering the following inclusion criteria for the review. They should: i) Be developed in Latin America, ii) Approach the statistics teaching and iii) Comment on basic education or some aspect of it. When two reviewers disagreed, a third independent reviewer read the articles and decided to include them. A total of 659 articles returned from conventional databases and 43 were included in the review after applying the inclusion criteria. Regarding Google Scholar, 970 articles returned from the search and 220 were included in the review, after applying the inclusion criteria. The results showed Brazil as the largest producer of articles in Latin America, encompassing articles on mathematical modelling used in basic education, prospective teachers' training, the use of digital technologies, problem solving through games and interpretation of statistical measures, concepts such as thinking, literacy, and statistical reasoning in most of them, while topics such as special education and early childhood education and the history of statistics were rarely addressed. [ABSTRACT FROM AUTHOR]

Over the last two decades there have been periodic calls for improved teacher training and a growth in scholarship on teaching and learning. Yet, we know little about opportunities and participation in training programs. What kinds of training are political scientists collectively engaging in, especially for tenured and tenure track faculty? Are political science departments providing training programs for both faculty and graduate students? With the cooperation of the American Political Science Association, we included five questions about pedagogical training in a survey of Teaching and Learning Conference participants and in a survey of APSA members in 2018. We find that there is interest in different kinds of training experiences, but most of the training takes place outside the department. Within departments, there may be resource and culture-related obstacles to offerings and participation. Results indicate a need for more resources and career-related incentives in order to encourage participation in these opportunities. [ABSTRACT FROM AUTHOR]

In recent years, scholar-educators have examined a variety of new approaches for teaching research in political science. Many of these inquiries begin with the observation that research activities cause some students to experience trepidation and aversion. The result is often poor performance in courses which assign research. In this project, I review and assess an approach to student research which focuses upon goal-orientation as a determinant of engagement. In doing so, I introduce three strategies for reconsidering goal orientation in the political science classroom. These include client consulting, low-cost survey deployment, and exit polling. These project-based courses are designed to reorient student attitudes toward the research process thanks to the identification of an external audience. Based on a pilot study of a goal-oriented learning experience, results provide suggestive evidence for the benefits of this approach in the undergraduate research setting. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature 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.)

Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computer-aided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

Understanding academic achievement (AA) is one of the most global challenges, as there is evidence that it is deeply intertwined with economic development, employment, and countries’ wellbeing. However, the research conducted on this topic grounds in traditional (statistical) methods employed in survey (sample) data. This paper presents a novel approach, using state-of-the-art artificial intelligence (AI) techniques to predict the academic achievement of virtually every public high school student in Portugal, i.e., 110,627 students in the academic year of 2014/2015. Different AI and non-AI methods are developed and compared in terms of performance. Moreover, important insights to policymakers are addressed.

Multi-interactive teaching model is an important way to improve the quality of college English teaching, and it is also the key foundation to improve students' understanding of college English teaching content. In the increasingly mature environment of information technology application, students' learning enthusiasm will be fully stimulated, multi-interactive communication will be deepened, and students' English core literacy will be effectively enhanced by giving full play to the advantages of information technology, to upgrade the intelligence of college English teaching system. Based on the analysis of the multi-interactive teaching mode of college English under the information technology environment, this paper puts forward some practical strategies for innovating the multi-interactive teaching of college English by using information technology.