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This research aims to make a bibliometric analysis of action research in the field of educational administration published in scientific journals in the Scopus database. The data in the study were obtained by scanning the Scopus database. The information including the number of authors, year of publication, number of citations, the source from which the article was published was analyzed and interpreted. In the research, 98 publications and 15 sources published between 1968 and 2020 were examined. The most frequently cited names in the articles and the sources that published the most were determined. The majority of the articles are single-authored, and it has been found that the number of citations has increased with the number of articles recently. It has been determined that there are very few action researches in educational administration and they are mostly published in western countries. Activism, professional development, school improvement, and student engagement are motor themes.

The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students' performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system.

Reviewing the literature is an important part of academic work, as it helps readers see what has come before, what has and has not worked, and situates the author's place in the ongoing discussion. Accepting this view, extensive reading literature often points to Day and Bamford (1988) as identifying Kelly (1969) as crediting Palmer (1921) as the first to apply the term extensive reading (ER) in L2 pedagogy. At the time of Day and Bamford and Kelly's publications, a reference to Palmer was a worthy seminal identification as literature searches were not aided by today's more powerful electronic databases. Utilizing more modern search tools (Archive.org, Google Books, JSTOR, Project Gutenberg, Google Books) and the archival works they provide, we extend the discussion by offering a more complete history of the term for researchers to draw from. Specifically, we (a) explore early L1 uses of the term and (b) point to three new L2 seminal benchmarks: the earliest (1) use of the term (2) intensive/extensive distinction; and (3) definition found to date. We then (c) continue our discussion up through today's modern definitions of the term. Directions for future studies are also discussed.

Critical Discourse Studies (CDS) has increasingly served to examine the content of textbooks. Given momentum by critical social inquiry pertaining to textbook content, this study looks at peer-reviewed literature drawn from three scholarly databases (JSTOR, ERIC, and SAGE; cross-referenced with searches on Google Scholar) that use CDS for those investigations. Reviewing the selected literature, this study asks: What are the most represented approaches of CDS used for examining textbooks? What contextual themes appear to draw the most attention? In what fields of study are the examined textbooks situated? How do these emergent themes appear to be connected? What areas of research appear lacking in the collected literature? The findings illustrate that, while the methods of CDS and types of textbooks examined are diverse, the lion's share of contextual attention and critical utility appears to be given to foundational approaches to CDS and textbooks used for English language teaching. Further research directions on textbooks from a CDS perspective are discussed.

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material can be shared with any undergraduate student who is interested in joining a research group to familiarize them with basic research techniques. Student learning gains will continue to be evaluated throughout the series and this initial assessment will be used towards the betterment of the future workshops.

Purpose: By reviewing policies on higher education for international students, this article aims to investigate the change of social-historical context, policy issue, and policy solution and provide implications for policymaking. Design/Approach/Methods: The study used qualitative text analysis. One hundred and twelve policy papers were collected from the PKULAW database and the Ministry of Education official website. Deductive categories were constructed under themes like social-historical context, policy issue, and policy solution separately. Findings: Four stages have emerged from the text analysis. The policy focus witnessed a shift from openness to expansion and then to quality. The policies made by the central government changed a lot accordingly. China is increasingly active in higher education internationalization and eager to make the education for international students an attractive brand with high quality. To realize this target, policies should be made based on different types of international students. Additionally, it is necessary that policies provide detailed guidance and accelerate capacity building in all majors. Originality/Value: This study contributes to existing knowledge of higher education for international students in China by providing qualitative policy text analysis, and the insights gained from this study may be of assistance to policymaking in the future.

Many traditional Information Systems (IS) programs are either redesigning current courses to incorporate business/data analytics or expanding curricular offerings to include business /data analytics; our IS program chose the former route to meet the demand (from employers) for business/data analytics. In that transition, a traditional systems analysis and design (SA&D) course was redesigned to focus on the procedures and skills needed to perform business/data analytics; this required changes to the focal topical areas. In 2017-18, curricular changes transitioned a traditionally focused database systems analysis and design course to incorporate business/data analytic skills. This paper focuses on the course redesign and the new business/data analytic topics, activities, and technologies; we highlight the important shifts created to the topical areas of this course. The paper emphasizes the rationale and student outcomes generated.

The article aims to examine theoretical and practical relationships between academic excellence and competitiveness in university education. The survey was conducted among university employees. Evaluation of each factor was carried out using the five-point Likert scale. The highest and statistically significant assessment was received for the following factors: the growth of graduates' salaries (4.08, 3.89, 4.16), the number of foreign students (4.01, 4.44, 4.56), the amount of extra-budgetary income of universities from various types of activities (4.12, 4.27, 4.56), and the number of publications in indexed databases (3.69, 4.63, 3.81). Several factors with the closest assessments among all the respondents were identified. Besides, very low estimates of the quality of state participation in maintaining competitiveness and academic excellence in universities were revealed. The paper unveiled how the general theoretical correlation of competitiveness and academic excellence is realized in the practice of educational systems' public administration. Furthermore, the study disclosed the indicators used to assess universities' activities in the context of competitiveness and academic excellence. The author believes that the use of competitiveness category in describing the purpose of the academic excellence program is justified. The study identified several significant factors in improving academic performance and competitiveness that affect the position of universities in Russia and developing countries in international rankings. The example of the Russian Academic Excellence Project demonstrated that the provision by the authorities of an artificial competitive advantage to specific universities negatively affects the level of competitiveness of other Russian universities.

STEM education is applied to raise individuals having 21st-century skills based on the integration of science, technology, engineering, and mathematics. This paper aims to present the overall effect of STEM education on students' academic achievement by analyzing 64 research findings obtained from 56 quantitative studies published between 2014 and 2021. Relevant studies were identified from the databases of scholarly publications such as ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, ProQuest, CHE Thesis Center. The sample was then meta-analytically examined using the CMA program. Education level, duration of the application, disciplines, and publication type were determined as moderator variables. The results showed that the effect of STEM education on students' academic success was statistically higher (g= 1.150) in the random-effects model. A heterogeneous distribution was obtained from the sample. Further subgroup analyzes using Analog ANOVA revealed that disciplines (Qb= 921.394; p= 0.000), and publication type variables were statistically significant (Qb= 7.229; p= 0.007). With respect to the disciplines, the effects of STEM education showed the largest effect size of 1.156 in the discipline of science. Regarding the publication type, national studies were presented the largest effect size of 1.155.

Expected yield rates are essential to a survey's data collection plan, as they inform requisite sample sizes to meet the survey's objectives. Given an overall expected yield rate for a self-administered mail survey, this short take describes a simple method for using the Census Planning Database to assign differential yield rates to lower-level geographies within the study area.

Professional identity impacts the workforce at personal, interpersonal and profession levels however there is a lack of reviews of professional identity research across practising health professionals. To summarise professional identity research in the health professions literature and explore how professional identity is described a scoping review was conducted by searching Medline, Psycinfo, Embase, Scopus, CINAHL, and Business Source Complete using "professional identity" and related terms for 32 health professions. Empirical studies of professional identity in post-registration health professionals were examined with health profession, career stage, background to research, theoretical underpinnings and constructs of professional identity being extracted, charted and analysed using content analysis where relevant. From 9941 studies, 160 studies across 17 health professions were identified, with nursing and medicine most common. Twenty studies focussed on professional identity in the five years post-entry to the workforce and 56 studies did not state career stage. The most common background for the research was the impact of political, social and healthcare reforms and advances. Thirty five percent of studies (n = 57) stated the use of a theory or framework of identity, the most common being classified as social theories. Individual constructs of professional identity across the research were categorised into five themes--"The Lived Experience of Professional Identity"; "The World Around Me"; "Belonging"; "Me"; and "Learning and Qualifications." Descriptions of professional identity are broad, varied, rich and multi-layered however the literature is under theorised with current theories potentially inadequate to capture its complexity and make meaningful contributions to the allied health professions.

Researchers and practitioners are paying increasing attention to blockchain's potential for resolving trust, privacy, and transparency-related issues in smart education. Research on educational blockchain is also becoming an active field of research. Based on 206 studies published from 2017 to 2020, we identify contributors, collaborators, applications, and research topics using topic modeling and bibliometrics. Results indicate that currently, studies on the educational blockchain are mostly published in computer science conferences, with few in educational technology journals. Asian countries/regions (e.g., China and India) and institutions (e.g., University of Raharja) are active in this field. Countries/regions and institutions from the same regions tend to have close collaborations. Blockchain is mainly used to facilitate online testing and learning, education data mining and analytics, resource sharing, educational record verification and authentication, data management and storing, administration management, education/discipline of children, and college crowdfunding. Based on the results, we highlight the need to integrate artificial intelligence to enhance scalability and security and to facilitate justification and personalization of blockchain solutions based on accumulated big data to capture abnormal behaviors. This study assists researchers and practitioners in understanding educational blockchain research and becoming aware of the hot topics and future directions.

One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion, depicting the realizations of the mathematical object manifested during the discussion and the narratives that articulate the links between these realizations. We applied the tool to 34 classroom discussions about a growing-pattern algebraic task and, through cluster analysis, found three types of whole-class discussion. Associations with classroom-level variables (track, but not grade level or teacher seniority) were also found. Implications with respect to applications and usefulness of the tool are discussed.

This paper explores the employability of young Higher Education (HE) graduates in Belarus, from the point of view of employers. Graduate employability can be defined by six items: starting a job; learning at work; performing work tasks; improving professional prospects; improving personal development; and developing entrepreneurial capacity. The FOSTERC database contains representative information on 261 employers in 2018 derived from an employer questionnaire. The questionnaire includes a specific section, which asked about 24 competencies associated with obtaining a job after graduation, and the competency levels required by employers. The responses to these questions allow analysis of employability based on HE achievements and subsequent workplace learning. The 24 competencies are grouped into five categories: entrepreneurial, leadership, interdisciplinary, cognitive and adaptability. The findings provide strong support for the assumption that the match between individual human capital competencies and the characteristics of the firms and organisations matters.

Fundamentals of Database Systems is a core course in computing disciplines as almost all small, medium, large, or enterprise systems essentially require data storage component. Database System Education (DSE) provides the foundation as well as advanced concepts in the area of data modeling and its implementation. The first course in DSE holds a pivotal role in developing students' interest in this area. Over the years, the researchers have devised several different tools and methods to teach this course effectively, and have also been revisiting the curricula for database systems education. In this study a Systematic Literature Review (SLR) is presented that distills the existing literature pertaining to the DSE to discuss these three perspectives for the first course in database systems. Whereby, this SLR also discusses how the developed teaching and learning assistant tools, teaching and assessment methods and database curricula have evolved over the years due to rapid change in database technology. To this end, more than 65 articles related to DSE published between 1995 and 2022 have been shortlisted through a structured mechanism and have been reviewed to find the answers of the aforementioned objectives. The article also provides useful guidelines to the instructors, and discusses ideas to extend this research from several perspectives. To the best of our knowledge, this is the first research work that presents a broader review about the research conducted in the area of DSE.

Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.

Microteaching and reflection remains an important technique that pre-service student teachers can use to practice their teaching in a safe environment. However, improvements in teaching are not guaranteed without the support and feedback from peers. Previous studies suggest that a learning community supported by information technology promotes improved pedagogical decisions. This study aimed to examine whether virtual learning communities can facilitate student teachers' reflection upon their teaching practice. A video database with both text- and voice-comment functionalities was designed to facilitate the process of giving peer feedback and improve the quality of teaching practice. Student teachers' experiences in using the video database were collected through a questionnaire survey and feedback recorded within the database. Findings indicated that student teachers demonstrated a better understanding of concepts and theories relevant to the teaching of the chosen language skill area. While only some student teachers reflected on their reflective teaching practice more effectively with voice-comment features, most of them did peer evaluation of relevant principles and techniques used in their microteaching. Although feedback on the comment functionalities was divided, student teachers trusted that the microteaching videos with their own reflection and peer feedback were good evidence of their learning outcomes. Future research should examine what types of peer feedback in virtual learning communities may work more effectively in enhancing the quality of reflective teaching practice.

Addressing Sorensen and Tuma's resource-reward theory, we explored teacher attrition from an economic perspective. The study aimed to explore the extent to which teachers' resources and terms of employment correlate with attrition behavior. In a sample of 10,340 Israeli K-12 teachers it was found that many beginning teachers who left the profession were relatively highly educated. Although the literature stresses teachers' intrinsic motivation for choosing their career, the findings, in line with earlier empirical studies, suggest that job rewards do play an important role in teachers' career decisions. Moreover, the current findings suggest that at lower salary levels, the rewards-attrition association differs by teacher higher-education level. That is, the attrition rates of highly-educated teachers drop more sharply as salary increases, as expected by the theory. Some explanations and policy recommendations are made.

Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.

The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of separate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in this research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These criteria were: "databases," "journal name," "year of publication," "country," "institute," "number of authors," "research area," "method," "education level," "number of sample," "data collection method," "number of references," "analysis techniques," "research trends." These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and application are integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum and instruction, geography, medicine and more.

We present a systematic review of the literature on the use of multiuser virtual environments (MUVE) on the development of pragmatic competence in second language (L2) learners. Specifically, we reviewed studies examining the potential of L2 pragmatic development through synthetic immersive virtual environment (SIE) and massively multiplayer online role-playing games (MMORPGs). Although a small but growing number of research has identified MUVE as a beneficial context for L2 pragmatic development, there are only a few review studies that have critically assessed this body of work (Sykes & Dubreil, 2019; Reinhardt & Thorne, 2020). Our review of 16 studies examined the affordances that digital game worlds provide for developing pragmatic competence. Specifically, we sought to answer four research questions: 1. Which aspects of L2 pragmatic learning have been examined in game-mediated contexts? 2. Which types of research paradigms have been used? 3. Which types of research methods have been implemented and finally what are the major findings? Results indicated that previous research has identified the potential of MUVEs for promoting learners' pragmatic awareness and production as well as interactional skills. This review concludes by identifying gaps in the previous literature as well as potential areas for future research.

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks -- algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning -- were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.

This paper presents a study of correlation between subjects of Diploma in Electrical Engineering (Electronics/Power) at Universiti Teknologi MARA(UiTM) Cawangan Terengganu using Artificial Neural Network (ANN). The analysis was done to see the effect of mathematical subjects (Pre-calculus and Calculus 1) and core subject (Electric Circuit 1) on Electronics 1. Electronics 1 is found to be a core subject with the history of high failure rate percentage (more than 25%) in previous semesters. This research has been conducted on current final semester students (Semester 5). Seven (7) models of ANN are developed to observe the correlation between the subjects. In order to develop an ANN model, ANN design and parameters need to be chosen to find the best model. In this study, historical data from students' database were used for training and testing purpose. Total number of datasets used are 58 sets. 70% of the datasets are used for training process and 30% of the datasets are used for testing process. The Regression Coefficient, (R) values from the developed models was observed and analyzed to see the effect of the subject on the performance of students. It can be proven that Electric Circuit 1 has significant correlation with the Electronics 1 subject respected to the highest R value obtained (0.8100). The result obtained proves that student's understanding on Electric Circuit 1 subject (taken during semester 2) has direct impact on the performance of students on Electronics 1 subject (taken during semester 3). Hence, early preventive measures could be taken by the respective parties.

Although multiple organizational-level databases are frequently combined into one data set, there is no overview of the matching methods (MMs) that are utilized because the vast majority of studies does not report how this was done. Furthermore, it is unclear what the differences are between the utilized methods, and it is unclear whether research findings might be influenced by the utilized method. This article describes four commonly used methods for matching databases and potential issues. An empirical comparison of those methods used to combine regularly used organizational-level databases reveals large differences in the number of observations obtained. Furthermore, empirical analyses of these different methods reveal that several of them produce both systematic and random errors. These errors can result in erroneous estimations of regression coefficients in terms of direction and/or size as well as an issue where truly significant relationships might be found to be insignificant. This shows that research findings can be influenced by the MM used, which would argue in favor of the establishment of a preferred method as well as more transparency on the utilized method in future studies. This article provides insight into the matching process and methods, suggests a preferred method, and should aid researchers, reviewers, and editors with both combining multiple databases and describing and assessing them.

Background: Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait -- paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT. Methods: Five academic databases were searched for reports of SPORT from the years 1960-2021. This process yielded 3972 results, from which 456 full-text articles were assessed for eligibility. Finally, 77 publications were reviewed to inform this historical narrative. Results: Four distinct waves of SPORT research dating back to 1966 were identified in the review. These waves are characterised by popularity in the United Kingdom and United States, evolving theoretical frameworks, varying configurations and implementations, and concerted focus on reading achievement. Consistently positive outcomes are reported in the SPORT literature, specifically in oral reading fluency and reading comprehension. Conclusions: The theory and practice of SPORT have evolved significantly throughout its extensive history. We call for a fifth wave of SPORT research to consolidate the findings of the last 60 years, develop new lines of inquiry, and implement novel and varied applications of SPORT.

The aim of this study was to identify the components of fair classroom assessment and formulate a conceptual framework for it by following the steps proposed by Okoli and Schabram for a systematic review. For this purpose, three databases including ERIC, Elsevier, and Springer were systematically searched. As a result of this research, 39 sub-themes for fair classroom assessment were obtained in the form of 7 themes of "educational fairness", "interactional fairness", "procedural fairness", "distributive fairness", "egalitarian fair assessment", "equitable fair assessment" and "validity". Based on the theoretical definitions provided in the social justice approach and measurement theory, these scattered themes were presented in the form of an integrated and coherent model for fair classroom assessment. This model has a process view of fairness in classroom assessment; thus, the violation of the assessment indicators in each of the stages of "gathering", "using" and "interpreting", in addition to reducing the perception of fairness of one of the seven themes, affects the fair classroom assessment. Also, the violation of fairness in each of these stages affects fairness in the next stage. The presented model will help teachers and professors in recognizing the indicators affecting each of the themes of fairness in the classroom assessment and by increasing their assessment literacy will help them in planning and implementing assessment and educational processes and designing tests that provide a fairer classroom assessment. This model and its concepts can also help assessment researchers to develop a tool for evaluating fairness in classroom assessment and provide the basis for quantitative research to examine the effectiveness of the paths identified in the model.

Purpose: Ever since Leo Kanner first described autism in 1943, the research in this field has grown immensely. In 2021 alone, 5837 SCOPUS indexed documents were published with a title that contained the words: "autism", "autistic", or "ASD". The purpose of this study was to examine the most common topics of autism research in 2021 and present a geographical contribution to this research. Methods: We performed a content analysis of 1102 abstracts from the articles published in 11 Autism journals in 2021. The following journals, indexed by the SCOPUS database, were included: "Autism," "Autism Research," "Molecular Autism," "Journal of Autism and Developmental Disorders," "Research in Autism Spectrum Disorders," "Focus on Autism and Other Developmental Disabilities," "Education and Training in Autism and Developmental Disabilities," "Review Journal of Autism and Developmental Disorders," "Advances in Autism," "Autism and Developmental Language Impairments," and "Autism in Adulthood." Results: According to the analysis, the main research topics were: mental health, social communication, social skills, quality of life, parenting stress, ADHD, COVID-19, self-efficacy, special education, and theory of mind. In relation to geographic distribution, most studies came from the USA, followed by the UK, Australia, and Canada. Conclusion: Research topics were aligned with the priorities set by stakeholders in autism, most notably persons with autism themselves and their family members. There is a big gap in research production between developed countries and developing countries.

The Systematic Review Toolbox aims provide a web-based catalogue of tools that support various tasks within the systematic review and wider evidence synthesis process. Identifying publications surrounding specific systematic review tools is currently challenging, leading to a high screening burden for few eligible records. We aimed to develop a search strategy that could be regularly and automatically run to identify eligible records for the SR Toolbox, thus reducing time on task and burden for those involved. We undertook a mapping exercise to identify the PubMed IDs of papers indexed within the SR Toolbox. We then used the Yale MeSH Analyser and Visualisation of Similarities (VOS) Viewer text-mining software to identify the most commonly used MeSH terms and text words within the eligible records. These MeSH terms and text words were combined using Boolean Operators into a search strategy for Ovid MEDLINE. Prior to the mapping exercise and search strategy development, 81 software tools and 55 'Other' tools were included within the SR Toolbox. Since implementation of the search strategy, 146 tools have been added. There has been an increase in tools added to the toolbox since the search was developed and its corresponding auto-alert in MEDLINE was originally set up. Developing a search strategy based on a mapping exercise is an effective way of identifying new tools to support the systematic review process. Further research could be conducted to help prioritise records for screening to reduce reviewer burden further and to adapt the strategy for disciplines beyond healthcare.

This study reviewed the mobile technology-supported music education (MTSME) studies published in several academic databases, namely Scopus, WOS, ERIC, and RILM, from 2008-2019. Based on the technology-based learning model, the application domains, research issues, sample groups, research methods, adopted devices, and learning strategies were examined. In addition, visual categorization analysis was conducted to further analyze the keywords adopted in the studies. The results show that the number of MTSME studies increased in the time period. It was also found that a majority of studies mainly focused on learner perceptions (e.g. learning reception, learning attitude, and learning motivation). Tablet computers were the most frequently adopted mobile devices. In terms of learning strategies, guided learning, project-based learning, and inquiry-based learning were extensively used in the MTSME studies. In addition, the results of the keyword analysis showed three thematic clusters of MTSME studies, namely "mobile technology-supported teaching management and learning design," "developing appropriate music educational resources for different educational levels," and "mobile technology facilitated learning motivation in music education." According to the research results, several suggestions for future research are proposed.

This scoping review examined the existing research to identify culturally responsive and Indigenous language strategies. A five-stage scoping review methodology was applied to a multiple database search, and a web-based literature review software program was used to organize and review sources, resulting in a total of 33 sources. Data were charted from these sources and 38 culturally responsive strategies and 23 Indigenous language strategies were identified. These strategies, which include the highest strength of strategy codes based on source design qualities, are presented in a preliminary evidence map. There remains a scarcity of culturally responsive and Indigenous language intervention research with Indigenous children. Most of the strategies identified through this scoping review lacked strength to recommend their use universally, but they still may be useful and critically important in meeting the needs of Indigenous children and their families. A discussion on strategies, the Indigenous Connectedness Framework, and an abundance model is provided.

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

As physical mobility finds itself impeded by the COVID-19 crisis, the world witnesses the potential of technology for connecting students who are physically distanced inside and cross-borders. In such scenarios, telecollaboration and virtual exchange have gained increased attention as powerful pedagogical strategies to allow for the continuity of intercultural exchanges and understanding the trends of this growing field can be of high significance to practitioners when planning future related initiatives. Although telecollaboration and virtual exchange are not new phenomena, to the best of our knowledge, a thorough bibliometric study of the area, considering the characteristics of its publications and its scientific community, has not yet been developed. This study carried out a bibliometric analysis of the telecollaboration and virtual exchange research field using a set of 254 articles from the Web of Science and Scopus databases with the objective of characterising the area as well as identifying research tendencies. In particular, this study uses four analytical scientometric tools: co-citation, co-authorship, keywords co-occurrence analysis and identification of research trends. This study identified emerging and declining themes in the field of telecollaboration and virtual exchange, confirming that the practice is increasingly adopting diverse formats and cutting across different knowledge fields. In addition, results showed that international collaboration so far involves few countries and there is much space to widen co-authorship networks to enhance intercultural exchanges. The review also explores the benefits and drawbacks of the technological tools adopted in the studies from our sample database.

NoSQL databases have been used in organizations for decades. Few database textbooks on the market, however, have suitable materials about NoSQL beyond general introductions for typical business students. In fact, users of the typical NoSQL systems on the software market need to have certain computer programming skills. This teaching tip introduces a small unit on NoSQL databases in a traditional database course for students in all business majors. The unit uses a Microsoft Excel-based NoSQL database example to explain the basis of NoSQL, describes the four essential types of NoSQL databases, and discusses representative NoSQL database management systems on the software market. As this unit does not require computer programming skills, it can be easily integrated into an existing relational database course for business students. The unit was tested twice. Students have demonstrated positive first-hand practice experiences of NoSQL beyond general concepts of NoSQL.

This article presents a multi-stage guided technical project coding Python scripts for utilizing Amazon Web Services (AWS) to work with a document-store database called DynamoDB. Students doing this project should have taken an introductory programming class (ideally in Python) and a database class to have experience with Python coding and database manipulation/querying in a relational environment. Students learn new data formats (Python dictionaries, JSON text data, key-value storage structures) and learn how to transform data from one format to another. They also gain experience with data visualization. The project was first carried out in a business intelligence (BI) course during Spring 2020 semester in the midst of COVID and included video tutorials. Since then, it has been refined and used each semester the BI course is taught.

The increasing use of research metrics in the monitoring and evaluation of research has led to the expansion of research information infrastructure, as indicated by the rising number of national databases for research output and research information systems. At the same time, debates on requirements of national databases for research output are typically guided by simplistic assumptions about what an infrastructure is and how it shapes our understanding of different phenomena. We present an alternative framing of databases wherein infrastructure and context are seen as mutually constitutive. Drawing upon qualitative data on 12 national databases in Europe, we investigate the role that databases for research output play in research metrics and consequently in our understanding of research activities. Specifically, we bring to the surface database features that are typically left implicit and yet are crucial for understanding these databases in context. A key outcome of this study is an identification of two database logics--New Public Management and Enlightenment--that underpin database designs and the organization of database work. These logics do not merely guide practical database work (e.g. by determining the features of highest priority), but through the outcomes of that work they both enact and distribute a particular conception of what research is. In this article, we show how the two logics manifest and how they are related to each other. Situating these findings in the landscape of developments in research information infrastructure, we discuss implications for research evaluation and the understanding of research in general.

AI chatbots shook the world not long ago with their potential to revolutionize education systems in a myriad of ways. AI chatbots can provide immediate support by answering questions, offering explanations, and providing additional resources. Chatbots can also act as virtual teaching assistants, supporting educators through various means. In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations.

This bibliometric study looked at the information literacy (IL) literature published by Asian authors, focusing on publishing and citation trends, prolific authors, institutions, countries, collaboration patterns, the thematic evolution of keywords, and factor analysis of keywords, journals, and countries. From the Scopus database, the study's authors extracted bibliographic data on IL from Asian countries. The findings revealed that 20 of 48 countries in Asia produced no publications on the topic. The last few years, however, have seen remarkable growth in Asian IL literature. The study traces IL in Asia from its emergence in the 1990s through its growth and development. The most prolific authors, countries, institutions, journals, authorship patterns, and collaboration trends are also identified. This is the first bibliometric study examining IL literature published in Asian countries.

This study aimed to systematically review the literature focusing on music integration approaches adopted in preschool to secondary education in Turkey. The relevant studies were identified through a systematic search on five databases (The National Thesis Center, TÜBITAK ULAKBIM TR Index, ERIC, Scopus, and Web of Science). The paper analyzed the publications that were written in Turkish and English between 2010 and 2022 and that are available on the databases of empirical theses and peer-reviewed scientific journals, addressing music integration approaches adopted in preschool to secondary schools by using qualitative, quantitative, and mixed methods. By operationalizing these criteria, 35 studies were included in the review. The studies included were found to tend to use quantitative methods. Music has mainly been integrated into math, science, and language arts curricula. This study revealed that most of the analyzed studies used a subservient integration style, an arts integration style, and offered limited insight into the depth and scope of subject areas covered and the sequencing of skills. Furthermore, this study proposed to consider educational, cognitive, artistic, and affective outcomes together by maintaining the integrity of each of the disciplines in music integration studies in the general schooling context.

Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010-2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced diverse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.

In recent decades, 'whole school' approaches to improving health have gained traction, based on settings-based health promotion understandings which view a setting, its actors and processes as an integrated 'whole' system with multiple intervention opportunities. Much less is known about 'whole institution' approaches to improving health in tertiary education settings. We conducted a scoping review to describe both empirical and non-empirical (e.g. websites) publications relating to 'whole settings', 'complex systems' and 'participatory'/'action' approaches to improving the health of students and staff within tertiary education settings. English-language publications were identified by searching five academic and four grey literature databases and via the reference lists of studies read for eligibility. We identified 101 publications with marked UK over-representation. Since the 1970s, publications have increased, spanning a gradual shift in focus from 'aspirational' to 'conceptual' to 'evaluative'. Terminology is geographically siloed (e.g., 'healthy university' (UK), 'healthy campus' (USA)). Publications tend to focus on 'health' generally rather than specific health dimensions (e.g. diet). Policies, arguably crucial for cascading systemic change, were not the most frequently implemented intervention elements. We conclude that, despite the field's evolution, key questions (e.g., insights into who needs to do what, with whom, where and when; or efficacy) remain unanswered.