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Concept maps have been used widely in various subjects of K-12 and higher education for diverse purposes. Digital concept maps (DCM) provide even more benefits, such as higher efficiency, expanded canvas, and multimedia integration. The present paper sought to analyze the research and application trends and issues in DCM research and practices concerning education so that educators and researchers can gain valuable insights into pedagogical improvements, technological choices, and methodological design within diverse educational contexts. After reviewing 43 journal articles regarding DCM using the WIRE model, we found that (1) prestigious journals are likely to publish DCM studies that integrate advanced technology, creative instructional design, and measurement of innovative variables; (2) the most frequently played role of DCM was students' organization and analysis tool and teachers' presentation tool; (3) primary school educators often resort to DCM for natural science teaching, while university academics are more inclined to use DCM for social science subjects; (4) qualitative methods were underutilized and cognitive goals were still a primary focus in DCM research; (5) there is a tenuous link to pedagogical theories, coupled with a requirement for transparent and consistent reporting of study details, which may have led to mixed results in learning outcomes; (6) DCM tools should be able to support both students and teachers as well as their interactions with each other.

Extended reality (XR) such as Virtual Reality (VR) and Augmented Reality (AR) has been heralded as a particularly promising technology for autistic people. However, prior studies have centered around curing or ameliorating deficits and impairments and are typically conducted by non-disabled and non-autistic researchers. Using co-design and a variety of learning experience design methods and processes, Project PHoENIX (Participatory, Human-centered, Equitable, Neurodiverse, and Inclusive XR) speaks to the need for research that applies a social-ecological perspective to the design and evaluation of VR experiences for autistic users, with the goal of decreasing environmental barriers and promoting a more inclusive society. In this study, we describe a multi-cycle process of educational design research (EDR), consisting of iterative human-centered formative design, development, implementation, and evaluation of Project PHoENIX from Spring 2021 to Spring 2022. A framework for conducting co-design and collaborative educational design research with autistic individuals in a VR environment is provided along with design principles that support this framework. Findings from 3 meso-cycles illustrate the dual outcomes of educational design research, namely, (1) a consistently maturing intervention and (2) improving theoretical understanding. Findings underscore the feasibility of our approach, and demonstrate potential to scale.

The authors of this article present arguments for why and how qualitative research should be used in economic education. These arguments recognize the nature of economics as a discipline and economics educators' current expertise and preferences. The authors have five goals: (i) clarifying how and why the use of qualitative research in economic education fits in with economics as a discipline; (ii) identifying practical limitations of quantitative research in economic education; (iii) reviewing the limited literature on qualitative research in economic education; (iv) proposing how qualitative and quantitative methods can be combined in a mixed methods approach that recognizes the methodological assumptions of economics and the expertise of economists, and finally, (v) suggesting characteristics of systematic and rigorous qualitative research in economic education.

Mathematical problem posing, generally defined as the process of interpreting given situations and formulating meaningful mathematical problems, is academically important, and thus several interventions have been used to enhance this competence among students and teachers. Yet little is known about the interventions' various components and their relative or combined effectiveness. In this meta-analysis of 26 intervention studies in mathematics, we identified nine intervention components and found that the interventions had a medium, positive, and significant mean weighted effect size. A stepwise meta-regression analysis revealed that intervention efficacy varied by moderators relevant to the research design, sample characteristics, and intervention characteristics. The findings obtained from this meta-analysis are expected to serve as a foundation for future efforts to design and implement (more) effective interventions to improve mathematical problem posing competence.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

This article presents marketing educators with an approach to teaching an undergraduate services marketing class with a unique emphasis on service design. As part of the class, the content on services marketing fundamentals is blended with a detailed discussion of service design. Additionally, hands-on experience with the service design process is provided as part of a semester-long project in which students design a service delivered through a mobile application. The findings suggest that students develop a strong understanding of service design fundamentals and find the class to be a valuable learning experience.

This paper considers the ethical and practical issues of recruiting for, and administering a quantitative survey with marginalised populations. These issues were identified through a focus group discussion, which consolidated and expanded upon informal conversations held previously by five researchers about their experiences of conducting a face-to-face survey (using predominantly quantitative questions) with people who used amphetamine type substances in North East England, UK. Inductive and deductive thematic analysis of the focus group discussion led to the generation of three key themes: researcher positionality, emotions, and role dilemmas; study design; and ethics in practice. This paper therefore aims to extend literature which explores ethical and practical issues involved in studies with marginalised populations. It makes methodological suggestions for how work across a range of disciplines could make face-to-face survey research, and future studies with marginalised populations, more inclusive for both participants and researchers.

Typically, parents or other legal guardians are asked for an active declaration that the participation of their child in scientific research is informed and voluntary. However, asking for active parental consent leads to lower quality studies and passive parental consent might be preferable. In this study, we used an online survey in which parents (N = 156) watched video vignettes of multiple types of research in the classroom and asked them to rate the appropriateness of using active and passive parental consent. The results indicated that parents perceived active consent procedures as more appropriate in most types of research. However, particularly for secondary school children passive consent was rated as comparably appropriate for several types of research (e.g. observation and questionnaire studies). Other aspects of providing consent are displayed in a supplementary online dashboard. We conclude with recommendations for parental consent procedures for social science research in the school context.

This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established. Second, and closely related to the previous point, explicit and implicit knowledge and learning should be investigated across the human lifespan. Therefore, studies need to include to a greater extent hitherto under-represented groups such as children and older adults in order to pinpoint the benefits or otherwise of implicit and, in particular, explicit knowledge and learning in these age ranges. Third, researchers should aim to capture with their designs the complex and dynamic interplay of the multiple cognitive, affective, biographical and contextual factors that influence the development of explicit and implicit knowledge over time. Concrete tasks for future research are proposed under these three agenda items, with a view to assisting interested investigators in formulating research questions and specifying research designs.

This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called 'eKidZ - Teach Your Parents Well' which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14-16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project 'k.i.d.Z.21 - Competent into the Future' on their parents, using the complete research process. Simultaneously, scientists implemented and tested the DBR setting to validate student research findings and to evaluate the quality of the educational setting. In this fully integrated DBR, using multiple methods (quantitative and qualitative), educational and scientific perspectives are brought together to evaluate students' findings and draw conclusions regarding their learning effects. These research results demonstrate that not only did students generate valid and reliable research, but - when changing perspectives - teenagers also contribute to the discussion about closing the gaps in science education and practice. By examining young people's research on Climate Change Education and recognising their contribution in scientific discourse, this paper offers a host of new insights. Highlights: Teenagers take on the role of researchers and perform reliable and valid research results on intergenerational learning and multiplier effects in Climate Change Education, by completing all phases of research-based learning. Design-based research is an effective method to combine science and education and thus delivering novel insights into science education and practice. High-quality Climate Change Education fosters constructive cooperation among all participants with inter - and intragenerational learning and multiplier effects. Constructivism, transdisciplinarity and research-based learning form the basis for effective design-based research and Climate Change Education.

This research reviews 56 robots in science education (RSE) research articles published in SSCI (Social Sciences Citation Index) journals in the Web of Science (WoS) database. The analysis results showed that there were three clusters of RSE studies: robots in elementary science education, robot-based STEM activities, and robot-facilitated computational thinking. In terms of the research issues, more studies were conducted across-disciplines. Regarding thematic classifications, "general benefits of educational robots" was the most frequently investigated issue, while "diversity and broadening participation," and "creativity and motivation" were less frequently discussed. The most adopted research methods were quantitative and mixed methods, focusing on measuring learners' cognition and affect. Most of the interventions in the empirical studies adopted pedagogical interventions. In terms of the interaction issue, LEGO was adopted the most, followed by self-made robots; moreover, robots frequently played the role of tools in science education. From the perspective of specific robotics content knowledge, "control" (e.g. programming) comprised the majority. The most adopted learning strategy was project-based learning, followed by issue-based discussion. Regarding assessment issues, the most adopted evaluation approaches to evaluating students' performance were questionnaires, observation, verbal interviews, and artifacts to assess the quality of learning activities.

Purpose: We systematically reviewed the empirical literature that reports research in the specific context of teaching EFL to identify what is known about the efficacy of using flipped learning to teach EFL, the robustness of this evidence, and to explicate the strengths and weaknesses of the pedagogy in teaching EFL. Design/methodology/approach: Adapting the systematic literature review method and combining it with content analysis of qualitative findings we narrowed our search to 40 articles that were primary studies. Findings and originality: The majority of authors examined student perceptions of their learning; one third investigated the use of flipped learning on the acquisition and development of EFL knowledge, skills and abilities. That students like learning in a flipped learning environment is the strongest finding emerging; many linking it to the facilitation of self regulated learning behaviors. However, research evidence for flipped learning's contribution to important educational outcomes is not robust and this remains a problem for understanding where or how to target the impact or value of this pedagogy. Nonetheless, other encouraging findings include that using flipped learning to teach EFL was linked to its capacity to improve idiomatic knowledge, oral and writing performance, motivation, and higher order thinking skills. Future research should focus on improving research design and reporting for flipped learning interventions, and focus on investigating key EFL learning skills particularly reading which is comparatively understudied despite its importance to language acquisition. Value: The results clarify for educators that flipped learning's capacity to influence the acquisition of key learning skills remains largely unproven.

Purpose: Recent reports by the National Academy of Sciences, Engineering, and Medicine have ignited a new wave of discourse regarding the future of education research and reinvigorated calls for education research to be more relevant to practice. An emerging research paradigm, continuous improvement research (CIR), responds to that debate by placing the pursuit of practice relevance at its core. This article seeks to understand how participants in the discourse surrounding the improvement research paradigm legitimize and justify their positions regarding its use and situate the method within the field of education research. Research Methods/Approach: Through systematic searches of education research databases, reviews of key improvement research websites, and queries to scholars in the field, we draw on Cochran-Smith and Fries's warrants framework to analyze the discourse surrounding CIR as it plays out in articles, reports, presentations, and speeches. Findings: We find that participants in the discourse surrounding improvement research in education rely on the political, evidentiary, and accountability warrants identified by Cochran-Smith and Fries, along with three novel claims, as they discuss CIR approaches and construct their arguments. Implications: These findings make explicit the varied assumptions and claims that underlie arguments regarding CIR. Moreover, they underscore that decisions regarding research funding and support will likely not be made based on empirical considerations alone--but also on stakeholders' values-based assessments regarding which models best hold researchers accountable for results, ensure the public interest is served, and efficiently spend limited research dollars.

Multisite cluster randomized trials (MCRTs), in which, the intermediate-level clusters (e.g., classrooms) are randomly assigned to the treatment or control condition within each site (e.g., school), are among the most commonly used experimental designs across a broad range of disciplines. MCRTs often align with the theory that programs are delivered at a cluster-level (e.g., teacher professional development) and provide opportunities to explore treatment effect heterogeneity across sites. In designing experimental studies, a critical step is the statistical power analysis and sample size determination. However, the statistical tools for power analysis of moderator effects in three-level MCRTs are not available. In this study, we derived formulas for calculating the statistical power and the minimum detectable effect size difference (MDESD) with confidence intervals for investigating the effects of various moderators in three-level MCRTs. We considered the levels of the moderators (level-1, -2, and -3), the scales of the moderators (binary and continuous), and random and nonrandomly varying slopes of the (moderated) treatment effects. We validated our formulas through Monte Carlo simulations. Finally, we conclude with directions for future work.

We have entered an era in which scientific evidence increasingly informs research practice and policy. As there is an exponential increase in the use of single-case experimental designs (SCEDs) to evaluate intervention effectiveness, there is accumulating evidence available for quantitative synthesis. Consequently, there is a growing interest in techniques suitable to meta-analyze SCED research. One technique that can be applied is individual patient data (IPD) meta-analysis. IPD is a flexible approach, allowing for a variety of modeling options such as modeling moderators to explain intervention heterogeneity. To date, no methodological research has been conducted to evaluate the statistical properties of effect estimates obtained by using IPD meta-analysis with the inclusion of moderators. This study is designed to address this by conducting a large-scale Monte Carlo study. Based on the results, specific recommendations are provided to indicate under which conditions the IPD meta-analysis including moderators is suitable.

Based on year-long fieldwork on activist-educators' work in South Korea, I reflect on how my research complicates the ontological shift in institutional ethnography: that is, the shift that emphasizes how ruling relations are coordinated through the very actions of people. I discuss two facets of reflective pauses. First, I discuss how the ruling relations of research practice in South Korea render the ontological shift "slippery." I argue for a need to understand the ontological shift in relation to external contexts of research instead of an individualized approach. Second, I detail the process of a comparative research design looking at activist-educators with differing levels of engagement with the Korean state. I highlight how a transitional void that emerged after democratization prompted different activist strategies. I call for a need to reconsider the connection between activists' work and institutional ethnography, where investigating activists' work provides a lens into the ruling relations.

Schools are ideal settings to promote adolescent physical activity (PA), yet school-based interventions have shown limited long-term impact. This position paper presents key issues surrounding school-based PA interventions. Collaborative conceptual thinking drawing on multi-author expertise and available evidence advanced our understanding and opinion. Key arguments: 1) the adoption of a systems approach, which maximizes partnership action and leverages policy, is crucial for understanding the complexities of implementing whole-school programs; 2) a reorientation to an assets perspective optimizes existing strengths and resources allowing greater emphasis on the full range of physical, cognitive, emotional and social benefits that PA provides, and 3) a move beyond traditional positivist research designs to advance our knowledge of what works better, for whom and in what context is needed for greater progress We provide suggestions, specifically advocating for systems approaches, as a realistic way to improve how we support PA in schools in the future.

Students' emotions have been increasingly examined in feedback research. Socioculturally positioned research has particularly noted that emotions do not exist in a vacuum but are contextually situated, which also holds true for feedback encounters. In this scoping review, we provide a synthesis of earlier studies on emotions in feedback in higher education (2003-2023, 46 studies). First, we outline the research designs and methods. Second, we analyse the contextual influences on students' emotions in feedback. We used Bronfenbrenner's ecological theory as our guiding framework. The findings reveal that self-report methods have been widely utilized. Most studies have investigated emotions either on an individualistic or at the microsystem level, while only a few have considered the wider influence of the macrosystem and chronosystem levels. Future research must consider the macrosystem since emotions are historically, culturally and politically embedded in social interactions. Scholars must take into account the chronosystem level since emotions are dynamic, evolve over time and reflect wider societal changes.

As our modern world has become increasingly digitalized, various types of data from different data domains are available that can enrich survey data. To link survey data to other sources, consent from the survey respondents is required. This article compares consent to data linkage requests for seven data domains: administrative data, smartphone usage data, bank data, biomarkers, Facebook data, health insurance data, and sensor data. We experimentally explore three factors of interest to survey designers seeking to maximize consent rates: consent question order, consent question wording, and incentives. The results of the study using a German online sample (n = 3,374) show that survey respondents have a relatively high probability of consent to share smartphone usage data, Facebook data, and biomarkers, while they are least likely to share their bank data in a survey. Of the three experimental factors, only the consent question order affected consent rates significantly. Additionally, the study investigated the interactions between the three experimental manipulations and the seven data domains, of which only the interaction between the data domains and the consent question order consistently showed a significant effect.

In the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used. Design/methodology/approach: To ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis. Findings: A comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman "et al." (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident. Originality/value: To the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.

Teaching chemistry and biology students about biologics design remains challenging despite its increasing importance in pharmaceutical development. Monoclonal antibodies, commonly called mAbs, are the most popular biologics. They have been developed into drugs to treat various diseases in the past decades. Multiple challenges exist for designing proper formulations to stabilize mAbs, such as preventing aggregation and mitigating viscosity. Molecular modeling and simulations can improve pharmaceutical products by examining the interactions between mAbs and other compounds, such as excipients. To introduce students to biopharmaceuticals, eight students at the Stevens Institute of Technology participated in a semester-long course to learn the challenges of pharmaceutical development and different computational skills to study biologics design. The students started with a limited background in this field. Throughout one semester, they were introduced to various literature and software tools for modeling antibodies and studying their interactions with excipients. This paper aims to develop a course structure to be replicated at other universities and institutions to teach biopharmaceutical development to students.

Course-based undergraduate research experiences (CUREs) increase student engagement in scientific practices and empower students to generate novel findings. Previous studies have demonstrated that CUREs are more effective at enhancing students' motivations, attitudes, science identity development, and acquisition of science process skills than traditional (i.e., prescriptive) laboratory exercises. Historically, CUREs have adopted one of two structures--the "network" CURE, in which faculty nationwide are provided with training to implement a single CURE model (e.g., SEA-PHAGES), or the "independent" CURE, which is centered around an individual faculty member's research expertise. Although independent CUREs are quite common, few studies have examined the process for and impacts of scaling up an independent CURE for use in diverse institutional contexts. To address this gap, we employed a quasi-experimental mixed-methods design to evaluate how an independent CURE, the Tigriopus CURE, could be modified for implementation at a Hispanic-Serving Institution, a liberal arts college, and a women's college. Analysis of pre- and post-semester data revealed significant differences in CURE students' science identity development, experimental design skills, and motivations relative to a matched comparison group consisting of students enrolled in a traditional laboratory course. These findings highlight the effectiveness of independent CUREs as well as the utility of the Tigriopus CURE across institutional settings.

Purpose: The lack of a definite standard for determining the sample size in qualitative research leaves the research process to the initiative of the researcher, and this situation overshadows the scientificity of the research. The primary purpose of this research is to propose a model by questioning the problem of determining the sample size, which is one of the essential issues in qualitative research. The fuzzy logic model is proposed to determine the sample size in qualitative research. Design/methodology/approach: Considering the structure of the problem in the present study, the proposed fuzzy logic model will benefit and contribute to the literature and practical applications. In this context, ten variables, namely scope of research, data quality, participant genuineness, duration of the interview, number of interviews, homogeneity, information strength, drilling ability, triangulation and research design, are used as inputs. A total of 20 different scenarios were created to demonstrate the applicability of the model proposed in the research and how the model works. Findings: The authors reflected the results of each scenario in the table and showed the values for the sample size in qualitative studies in Table 4. The research results show that the proposed model's results are of a quality that will support the literature. The research findings show that it is possible to develop a model using the laws of fuzzy logic to determine the sample size in qualitative research. Originality/value: The model developed in this research can contribute to the literature, and in any case, it can be argued that determining the sample volume is a much more effective and functional model than leaving it to the initiative of the researcher.

The role of knowledge and reading comprehension has seen a recent explosion of attention from researchers, journalists, and policy advocates. Much of this discourse describes knowledge in neutral terms such as knowledge of "the world". That knowledge of the world, however, is woven into the fabric of the gendered world we live in and its gendered education systems. In this article, we delve into three "exhibits" to highlight gendered aspects of knowledge and comprehension research and practice. In the first exhibit, we demonstrate the gendered nature of knowledge research by examining the male-centric participant sampling and measurement design of baseball knowledge studies, which are widely cited in translational science and practitioner articles about knowledge and literacy curriculum. We then examine the gendered nature of knowledge curriculum by looking at a male-centric unit from a popular knowledge-focused curriculum, Core Knowledge Language Arts (CKLA). Then, we present data about the gender of authors whose passages are selected for state ELA assessments, finding that women authors are overrepresented in the elementary and underrepresented in the high school grades. As former K-12 teachers and current researchers engaged with the everyday work of literacy teaching, we agree that knowledge-rich curriculum supports students' reading comprehension. Still, we call for researchers and educators to interrogate gendered discourse around knowledge and comprehension to avoid reproducing traditional gender inequities.

Purpose: This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course. Design/methodology/approach: Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers' written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators' analysis sessions and pre-service teachers' post-program interviews. Data were analyzed within and across iterations. Findings: Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers' attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives. Originality/value: This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study's applicability across content areas.

Social Stories (also known as social narratives) help individuals participate in and understand social situations. This scoping review identifies and synthesizes social narrative research targeting behavior change in individuals with ASD. Using the following questions as a guide: (a) What is the scope of social narrative interventions used for individuals with ASD, (b) What behavior change outcome measures are evaluated, and (c) What research designs are used; five databases were searched from 2007-to-2018. Fifty-six articles met the criteria. Primary outcomes were sorted into two macro-categories: Reduce Disruptive Behaviors and Increase Desired Behaviors. Most, but not all, studies were found to be effective for various behaviors such as aggressive actions, verbal protests, identifying emotions, executive functioning, following directions, and responding in social situations. Social narratives can be used to promote skills/behaviors in individuals with ASD to enable participation, an important goal in occupational therapy practice. They are an accessible and feasible intervention that can be implemented in various settings for behaviors including activities of daily living, social skills, independence, and self-regulation. Most research reviewed used a single subject design, which is a limitation of the research as it makes results difficult to generalize. However, through replication, functional relationships can be determined. Additional research utilizing randomized control trials is recommended.

Simple matrix sampling planned missing (SMS PD) design, introduce missing data patterns that lead to covariances between variables that are not jointly observed, and create difficulties for analyses other than mean and variance estimations. Based on prior research, we adopted a new multigroup confirmatory factor analysis (CFA) approach to handle missing data in such designs, in comparison to a regular CFA with full information maximum likelihood estimator. In Study 1, we tested the two approaches in 36 scenarios (4 sample sizes x 3 inter-item correlations x 3 numbers of x-set items) given a total of 20 items. We found that, the multigroup CFA approach performed with acceptable convergence rates, power to recover population values, acceptable standard errors and model fit in certain scenarios by larger sample size, higher bivariate correlation, and more items in the x-set. We found a few scenarios where regular CFA with FIML performed well. These findings suggested that the approaches can be implemented to handle the special missing data introduced by the SMS PM designs, and, thereby, enhance the utility of SMS PM data. In Study 2, we applied the multigroup CFA approach in real-world data to demonstrate the feasibility and analytic value of this approach.

Planning inclusive research should center meaningful engagement of co-researchers with intellectual and/or developmental disabilities to address issues that are important to their communities. There are a variety of approaches to planning research projects consistent with the guiding principles of inclusive research. We describe components of planning inclusive research by comparing two inclusive dissertation research projects. We organize our comparison into five sections: (1) initiating the projects, (2) team member characteristics and roles, (3) building and sustaining relationships, (4) accessibility in the research process, and (5) outcomes. We then discuss how contextual and team-level factors influence the process of planning inclusive research.

This conceptual methods article parallels remarks given at the 2022 American Association on Intellectual and Developmental Disabilities conference highlighting the importance of including the voices of people with intellectual disability in research processes. The purpose of this article was to put forth a call to action to disability researchers to advance, expect, and model inclusive research practices and consider this action as a form of scholarly activism and allyship toward the intellectual and developmental disabilities community. This conceptual article is organized to engage existing inclusive research literature and offers a method of inclusive research team design with practical suggestions for consideration. Finally, implications for research policy are also presented.

Preschoolers' prosocial behaviours support healthy interpersonal relationships as a component of their social adjustment process. Although several studies have found links between parental marital characteristics and preschoolers' prosocial behaviours, these conclusions were divisive. Therefore, a meta-analysis was conducted to clarify the inconsistencies in the research on these relationships and to examine the moderating effects underlying these discrepancies. A total of 37 effect sizes were extracted from the 31 included articles, with 14,374 sample sizes. The meta-analysis revealed a low positive link between parental positive marital quality and prosocial behaviours of preschool children, as well as a low negative correlation between negative marital quality and such behaviours. Additionally, the study explores the moderating effects of factors such as children's age, gender, cultural background, informant type, study design, and publication year. Finally, the study limitations were discussed, along with the aspirations for theoretical contributions, future research, and implications for parenting practices.

This paper argues for three aspects of tolerance with respect to QCA research: tolerance with respect to different approaches to QCA; producing QCA research with tolerance (work that is resistant to criticism); and for QCA researchers to be clear about the tolerance of the solutions they present -- especially in terms of calibration and truth table construction. Giving examples that are based on macrocomparative research, the paper organises its structure around how this approach would apply in terms of QCA research design, calibration, analysis, and interpretation, presenting the dilemmas that can result at each stage, along with the choices they require of researchers. It concludes by advocating for greater acceptance of different approaches to QCA ('perspectivalism') but also being clear about what researchers using it should expect from one another in producing high-quality research.

Managing and analysing large qualitative datasets pose a particular challenge for researchers seeking a consistent and rigorous approach to qualitative data analysis. This paper describes and demonstrates the development and adoption of a matrix tool to guide the qualitative data analysis of a large sample (N = 122) of interview data. The paper articulates the theoretical and conceptual underpinnings of the matrix analysis tool and how it was developed and applied in a longitudinal mixed methods out-of-home-care research study. Specific illustrations and examples of data integration and data analysis are provided to demonstrate the benefits and potentials of constructing matrix tools to guide research teams when working with large qualitative data sets alone or in combination with quantitative data sets.

Situated in an elementary afterschool Engineering Literacies Club framed around multiliteracies and the engineering design process, this article explores engineering habits of mind and disciplinary literacies. Disciplinary literacies encourage students to read, write, think, and act like historians, mathematicians, scientists, or engineers by engaging in habits of mind. Drawing from the Royal Academy of Engineering's framework for engineering habits of mind (EHoM), this exploratory case study considers: What emergent EHoM do students demonstrate within the engineering design process (EDP)? What does this reveal about how EHoM can be used by teachers as a lens for teaching disciplinary literacies? Study findings demonstrated emergent EHoM are enacted synergistically and through multiple modes of communication (i.e. multimodality). EHoM were demonstrated by students in varying degrees reflecting the engineering design process and students' own proficiencies (or lack of proficiencies) regarding engineering. Enactment of EHoM was also influenced by teachers who scaffold learners' development of engineering literacies through problem scoping, problem-solving, collaboration, improving, and testing. The authors propose EHoM as a lens could provide an accessible way for teachers to integrate disciplinary literacies when teaching engineering with particular emphasis on how students can think and act like engineers.

Differentiated Instruction (DI) is a hot topic in educational research. Keeping abreast of its latest developments and frontiers can provide new perspectives for future study. Using CiteSpace software, 1086 publications included in the Web of Science core collection from 2000 to 2020 were analysed to create knowledge maps of DI research. The findings show that, firstly, the number of DI-related publications is fluctuating upwards. Secondly, The United States is a world leader in DI research. Thirdly, the core group of authors has not yet formed. Fourthly, the main research hotspots are Universal Design for Learning, Behaviour, Assessment, Text Features, Science Education and Concept Inventory. Fifthly, the development of DI research can be divided into three phases: 2000-2007, 2008-2014, and 2015-2020. On this basis, the future direction of DI research is discussed and suggestions are given accordingly.

Debates continue about the positioning of design within research-driven universities. While the idea of autonomy has had a strong appeal, it is the bridging across established academic cultures that has proved especially effective for legitimizing design research and research education. Revisiting a conception of design as a 'Third Space' and drawing on a case - the Swedish Faculty for Design Research and Research Education (2008-2015) - we discuss what 'thirdness' can entail in context. Our account of this case reveals the unsettled dynamics of navigating in, between and across academic cultures. Design research education, we argue, has prospects to cultivate a critical space within academia, in which its 'thirdness' entails sensitization and agitation of the territorial conditions of knowledge. There is a need for a reconsideration of design - and academia more generally - not as a static disciplinary order but as a contested archipelago that opens for alternative orientations.

In education settings, treatments are often non-randomly assigned to clusters, such as schools or classrooms, while outcomes are measured for students. This research design is called the clustered observational study (COS). We examine the consequences of common support violations in the COS context. Common support violations occur when the covariate distributions of treated and control units have substantial areas of non-overlap. Such violations are likely to occur in a COS, especially with a small number of treated clusters. We provide a comprehensive review of methods for overlap violations in the context of COS designs. We provide an overview of diagnostic tests and trimming methods to ensure overlap holds for the distributions of treated and control covariates. We then outline how trimming changes the estimand and how profiling can be used to understand the causal quantity for which overlap holds. Finally, we demonstrate how steps to achieve adequate overlap can result in very narrowly defined causal effects that may have little policy relevance. We use data on Catholic schools to illustrate concepts throughout.

Background: Providing quality and equitable professional development (PD) to early care and education (ECE) providers can support high-quality care for young children. Coaching is a common way of delivering PD that has demonstrated positive impacts on teacher practices, however the field has yet to summarize which providers receive coaching, who provides coaching, the match between providers and coaches, and if researchers are examining the effectiveness of their interventions for different populations of providers. Objective: The current study conducted a systematic literature review to examine these characteristics. Method: A search was conducted using PsychInfo and ERIC between 2009 and 2020, with further searches conducted in Google Scholar and through backwards citation chaining. In total, 161 peer-reviewed articles representing 117 unique, U.S.-based studies were included in this systematic review. Results: More coaching research is conducted in urban versus rural areas; at Head Start, center-based, and public pre-school programs compared to other ECE settings; and with 3-5-year-old children compared with infants and toddlers. ECE providers receiving coaching were predominantly White, held a bachelor's degree, and spoke English. Eighty-one percent of studies reported some information about coaches' backgrounds, but only 15% included information about the coaches' race, ethnicity, and/or language spoken. Conclusion: Findings indicate researchers need to be more explicit in their research design and dissemination efforts regarding their target populations and purveyors of their coaching interventions. The field needs to reflect on the potential inequities regarding who receives coaching-inclusive interventions based on providers' geography and demographic background.

Educational researchers continue to polarize into 'qualitative' and 'quantitative' camps, with these terms often functioning as global identity markers, rather than as styles of research that are available to anyone. Many scholars have lamented the drawbacks of researchers being siloed into opposing, apparently incommensurable research paradigms, and have advocated for more inclusive and mixed-methods approaches. However, mixed methods research is not necessarily a good fit for every researcher, research study or research question. In this theoretical paper, I argue that the distinctions commonly made between qualitative and quantitative research are fundamentally incoherent and that the challenges researchers face across both styles of research are essentially analogous. I present methodological pragmatism as an accessible and convenient, compatibilist framework for making research design choices which cut across qualitative-quantitative divides. I propose that the exploratory-(dis)confirmatory distinction is of considerably more practical relevance to educational researchers than qualitative-quantitative ones, and I outline how methodological pragmatism, while consistent with a degree of methodological specialism, recognizes the availability of all research methods for all researchers. Methodological pragmatism liberates researchers in education to conduct the most rigorous research possible by drawing on any methods from any tradition that will further their research goals.

Single-case research design is a useful methodology to investigate counseling treatment effects through a time-series graph. A systematic review of 42 counseling journals was conducted, yielding 50 studies, including 272 graphs. Most graphs did not meet recommended guidelines. How graphs impact visual analysis and suggestions to enhance interpretability are discussed.

Although the use of the cluster randomized trial (CRT) design to evaluate vaccines, public health interventions or health systems is increasing, the ethical issues posed by the design are not adequately addressed, especially in low- and middle-income country settings (LMICs). To help reveal ethical challenges, qualitative interviews were conducted with key stakeholders experienced in designing and conducting two selected CRTs in Malawi. The 18 interviewed stakeholders included investigators, clinicians, nurses, data management personnel and community workers who were invited to share their experiences related to implementation of CRTs. Data analysis revealed five major themes with ethical implications: (1) The moral obligation for health care providers to participate in health research and its compensation; (2) Suboptimal care services compromising the integrity of CRT; (3) Ensuring scientific validity and withholding care service; (4) Obtaining valid consent and permission for waiver of consent; and (5) Inadequate risk assessment for trial participation. Understanding key ethical issues posed by CRTs in Malawi could improve ethical review and research oversight of this particular study design.

This paper addresses the current debates, anxieties, and perceptions around the idea of scholarly artistic research within doctoral studies, internationally and in South Africa. A common point of contention, both in South Africa and in the international arena, is the reluctance within institutional structures and external bodies to accept artmaking as research and the creative production or artifact as a legitimate component of the research output. Creative practice is permissible at the doctoral level of study but usually research or new knowledge that emerges from such practice is evaluated and analyzed through the lens of textual research. The unwillingness to qualify practice as autonomous research is coupled with its awkward positioning in the humanities as a kind of study secondary to and distinct from that associated with scientific research methodology. This discussion engages with policies, developments, debates, and discourse around practice-based doctoral study in South African and globally, with the hope of presenting a comprehensive overview of the current state of doctoral level artistic research. Moreover, in drawing on international discourse and precedents the study proposes some guidelines, parameters and methodological approaches that can contribute to the understanding and development of doctoral artistic research in South Africa.

The quality of a research study application sends a distinct signal to the institutional review board (IRB) about the skills, capacities, preparation, communication, experience, and resources of its authors. However, efforts to research and define IRB application quality have been insufficient. Inattention to the quality of an IRB application is consequential because the application precedes IRB review, and perceptions of quality between the two may be interrelated and interdependent. Without a clear understanding of quality, IRBs do not know how to define quality and researchers do not know how to achieve quality. This position has not been systematically studied to date, and future research could provide much-needed empirical validation. This paper lays the conceptual groundwork for future investigation into what constitutes quality in an IRB application. It includes a landscape review of multidisciplinary research on quality, as well as a discussion of quality frameworks analogous to research with human participants that exist in the published literature. It also examines the background and significance of federal research regulations, regulatory burdens, researchers' regulatory literacy, and the roles and responsibilities of IRB professionals within this ecosystem.

Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most of which converge on a consensus of 5-7 presumably 'effective' features (e.g. collaborative tasks, active learning, focus on content). The proliferation and convergence of reviews create the impression that this consensus is based on strong evidence from large-scale, replicated, and rigorously controlled research studies. We critique the empirical foundation on which conclusions about evidence-based design features for teacher professional development have been based, by the same evidential standards that have been adopted within this field of scholarly work. We conclude that the empirical foundations for these lists are problematic and that claims to methodological rigour are misleading as they are based on flawed inferences. We further argue that the ambition to identify general features of effective professional development is also problematic, and reflect on why, despite its weaknesses and potentially adverse consequences for research and practice, we as a field continue to herald this consensus. We call for greater focus on the development, testing, and refinement of theories about teacher professional learning in order to advance understanding, policy, and practice in the field.

Substantial research has aimed to characterise and measure early childhood education and care (ECEC) quality. However, heterogeneity in measures, methods and contexts across studies has made it difficult to reconcile the inconsistent associations reported between quality dimensions and child outcomes. While there is broad consensus that early interactions and experiences may be most strongly and directly influential to children's developmental progress, attempts to identify aspects of quality interactions that relate most highly to child outcomes have tended to focus on particular measures and/or contexts. The aim of this systematical review was to reconcile the available evidence on associations of dimensions of quality interactions in formal ECEC settings (adult-child interactions and associated context and content) with the outcomes of children aged 3-5 years. Uniquely, this review examined how rates of significance differed by measure, country and study characteristics (e.g. sample, study design, risk of bias) -- providing nuanced insights on quality indicators that most reliably account for children's developmental progress. Seven databases were searched for the years 2000-2022, yielding 90 studies reporting 870 associations of interaction quality with various child development and educational outcomes. Results indicated little evidence for global ECEC quality indices (e.g. those integrating process quality indicators with structural elements) relating to child outcomes. The consistency in patterns of association improved for some dimensions of interaction quality (e.g. supporting play), with other dimensions showing low support even when they aligned with the outcome (e.g. instructional support with cognitive-academic outcomes). By providing an overview and reconciliation of evidence on the child-level associations in ECEC quality, across diverse measures and contexts, this review raises important questions of current ECEC quality assumptions and practices.

Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these designs persist in the research literature. This study describes a systematic review of special education intervention studies (k = 406) between 1988 and 2020 that report using nonconcurrent multiple-baseline or multiple-probe designs to test interventions for individuals with disabilities ages 21 years and younger. We coded and synthesized study characteristics pertaining to participants, settings, interventions, data reporting, and contextual factors. Findings indicate the prevalence of nonconcurrent designs for intervention studies in a variety of settings addressing social and communication needs of individuals with disabilities. We discuss implications for research and practice and offer suggestions for improving the validity of nonconcurrent designs. A PRISMA-compliant abstract is available at https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d.

Comprehensive evaluation of treatment effects is aided by considerations for moderated effects. In educational research, the combination of natural hierarchical structures and prevalence of group-administered or shared facilitator treatments often produces three-level partially nested data structures. Literature details planning strategies for a variety of experimental designs when moderation effects are of interest but has yet to establish power formulas for detecting moderation effects in three-level partially nested designs. To address this gap, we derive and assess the accuracy of power formulas for detecting the different types of moderation effects possible in these designs. Using Monte Carlo simulation studies, we probe power rates and adequate sample sizes for detecting the different moderation effects while varying common influential factors including variance in the outcome explained by covariates, magnitude of the moderation effect, and sample sizes. The power formulas developed improve the planning of experimental studies with partial nesting and encourage the inclusion of moderator variables to capture for whom and under what conditions a treatment is effective. Educational researchers also have some initial guidance regarding adequate sample sizes and the factors that influence detecting moderation effects in three-level partially nested designs.