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The landscape of educational research necessitates sophisticated approaches to scholarly communication, demanding researchers to adeptly navigate diverse methodological traditions. This article provides systematic guidelines for academic writing that transcend methodological boundaries, offering practical strategies for crafting clear, ethical, and impactful scholarly work. Emphasizing the importance of structure, style, and scholarly conventions, the article addresses the complexities of quantitative, qualitative, and mixed-methods research. Key guidelines include adherence to ethical standards, clarity and conciseness in communication, and proper citation practices to maintain academic integrity. The article also offers insights into adapting dissertations and theses into journal articles, highlighting the challenges and opportunities for early-career researchers. As educational research evolves, the need for effective academic writing remains paramount, ensuring that valuable insights are shared and built upon within the scholarly community. By fostering excellence in academic writing, researchers can significantly contribute to the advancement of educational theory and practice.

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist perspectives. It emphasizes the importance of understanding learner needs, focusing on meaningful communication, and implementing Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). Differentiated instruction and technology integration are highlighted as essential strategies to cater to diverse learner profiles and enhance engagement. The article also underscores the significance of cultural awareness in language instruction, advocating for the inclusion of cultural elements to prepare students for real-world interactions. Effective assessment practices, combining formative and summative approaches, are crucial for monitoring progress and informing instruction. Continuous professional development (CPD) is emphasized as vital for teachers to remain current and effective, involving action research, participation in professional learning communities, and reflective teaching practices. By adhering to these principles, educators can create dynamic and inclusive classrooms that promote successful language acquisition.

Dr Mahmoud M. S. Abdallah's article, "The New Territory of Educational Research in TESOL/TEFL: What Novice Researchers Should Know", provides a comprehensive guide for novice researchers in Teaching English to Speakers of Other Languages (TESOL) and Teaching English as a Foreign Language (TEFL). It emphasises the importance of research in enhancing teaching practices, informing educational policies, and understanding second language acquisition (SLA). It defines research as a systematic, cyclical process aimed at discovering new knowledge or validating existing knowledge. The article explores various research approaches, including qualitative, quantitative, mixed methods, and action research. Qualitative research is highlighted for its ability to explore human experiences through methods like ethnography, case studies, and discourse analysis. Quantitative research is presented for testing hypotheses and generalising findings through experimental, quasi-experimental, and survey research. Mixed methods research combines both approaches for a holistic understanding, while action research empowers teachers to become researchers in their own classrooms. The article introduces essential research terminologies, such as variables, hypotheses, data, reliability, validity, and generalisability. It outlines the research process, from identifying a problem to writing the report, emphasising the importance of thorough literature reviews, clear research questions, appropriate research designs, data collection and analysis, and findings interpretation. The article encourages TESOL/TEFL educators to embrace research as part of their professional identity, becoming informed consumers and producers of knowledge. It provides criteria for selecting research topics, including relevance, originality, feasibility, personal interest, potential impact, alignment with current educational contexts, and interdisciplinary potential. In conclusion, the article equips novice researchers with the knowledge and tools necessary to engage in rigorous and impactful research, contributing to the continuous improvement of language education.

The literature review is a pivotal component in educational research studies, serving as a bridge between existing knowledge and the research being undertaken. This article examines the multifaceted role and function of the literature review from a pragmatic perspective, highlighting its significance in advancing knowledge and informing educational practice. A comprehensive literature review establishes the research territory by situating the study within a broader intellectual context, demonstrating the researcher's command of the field, and illuminating the path for their own investigation. It justifies the research undertaking by identifying gaps, inconsistencies, or unanswered questions in the existing literature, thereby establishing the rationale for the study. Moreover, the literature review shapes the research problem and questions by critically evaluating previous studies and refining research focus. It informs methodological choices by showcasing the strengths and weaknesses of different research designs and analytical approaches. Even after data collection and analysis, the literature review provides a framework for interpreting the study's findings, placing them in dialogue with existing knowledge. By embracing a pragmatic lens, researchers can harness the power of the literature review to produce impactful and relevant research that contributes to both theoretical understanding and practical application in educational contexts. The article concludes by emphasizing the dynamic and essential nature of the literature review, which evolves throughout the research process and enhances the relevance, rigour, and potential impact of the study on educational practice and policy.

This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of methods to suit specific situations. Key characteristics of this era include a focus on the learner, the importance of context, authenticity in language use, and the teacher as a reflective practitioner. The article highlights the limitations of traditional methods and the influence of sociolinguistics and psycholinguistics in shaping modern language teaching. Practical implications for teachers include informed eclecticism, needs analysis, materials development, action research, and continuous professional development. While the post-methods approach offers flexibility and adaptability, it also presents challenges, particularly for novice teachers and in systems reliant on traditional methods. The article concludes that ongoing research and dialogue are essential for refining effective language teaching practices in this era.

Holland has found that his theory of vocational choice is a fair predictor of college women's vocational choices. This study investigated the applicability of Holland's theory to women employed full-time. The relationship of the criterion variables of achievement (salary) and job satisfaction to the predictor variables of homogeneity, consistency, congruency and role choice were investigated. A stratified sample of 348 women employed as factory workers, research scientists, teachers, bank employees, managers and supervisors, and commercial artists, interior decorators, writers represented Holland's six occupational types. An inverse relationship existed between homogeneity and salaries for Social and Artistic sub-groups. No relationship existed between homogeneity and salaries for the Total group or the Realistic, Investigative, Conventional, and Enterprising sub-groups. Moderately satisfied women in the Total group had significantly higher homogeneity scores than either the satisfied or dissatisfied women in the Total group. No significant difference was apparent between satisfaction and homogeneity when the group was divided into sub-groups. (Author)

Presented is the final report of Project CHILD, a research effort to develop and validate screening procedures for the identification of language disabled (LD) children, three intervention models for LD children, and a competency based teacher education model. In the two phases of the first study, a battery of screening tests was evaluated with a total of approximately 8,400 elementary grade children. Results led to the recommendation of the LD Screen-Pupil Behavior and LD Screen-Syllabication instruments as efficient screening tests. In the second study, on intervention models, the effectiveness with 210 LD children in 18 classrooms of the following three models was compared: Alphabetic, Phonetic, Structured Linguistic (APSL); Programed Instruction; and Individually Prescribed Program. Results indicated that the APSL approach was slightly more effective with low achieving students and that students in all three programs had positive attitudes. In the final study, a performance based staff development program was evaluated with 14 resource teachers and three regular teachers. Results showed that LD children taught by the teachers in the experimental staff development program demonstrated higher academic achievement and more positive attitudes than students of teachers in the control group. (DB)

The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]

Mental health is an essential component for students' overall development and for creating a healthy and productive school environment. This paper reviews the literature on mental health in schools, highlighting the importance of psychopedagogical interventions. Key risk and protective factors are discussed, along with intervention strategies that can be implemented in the school context. It is concluded that an integrated approach, involving collaboration among educators, psychopedagogues, families, and the community, is fundamental for promoting mental health and academic success for students.

Since the 1990s, there has been a growing demand for evidence-based education policy and practice. This demand stems from concerns that education systems are not meeting the needs of a changing world and that education research lacks rigor. While this demand aims to improve the quality of education, silos between different actors often hinder how evidence informs policymaking. We encourage researchers to use a collaborative research approach by involving multiple education actors in the research process to close the gaps between research, policy, and practice. This paper is the third in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. Primarily intended for education researchers, Working Paper III advocates the use of collaborative research approaches to actively include multiple education actors in the research process, foster complementary relationships between actors with different expertise, and make research findings more relevant and responsive to the local education ecosystem. The paper has three parts that discuss the need for flexible research approaches to inform policy given the complexities of education decision-making, the importance of communication and dissemination, and how collaborative research can bridge the gaps between research, policy, and practice. The paper concludes by looking at the ongoing work of the SPARKS project at the Center for Universal Education and how collaborative research can contribute to education systems transformation.

Common denominator communications examines dialogic pedagogy together with modes of communications rooted in "hierological", "equity", "inclusive", and "peer" driven foundations. It examines limits and utility in applying these foundations in the classroom. The relationship between these modes and how it may assist in the development of an effective "teaching lens" that confers the common denominator strategy to bring the majority of students to view the curriculum in the same context and understanding regardless of halo considerations associated with both "equity' and "inclusive" classroom schemes. It further examines how individual foundation paradigms align for goal driven objectives and drift back towards foundation norms after the consensus achieves its desired learning goals.

The purpose of the addendum is to document the findings from the Year 2 student achievement analyses of a teacher-level randomized experiment, which was designed to examine the implementation and impact of a scalable version of the 2-year MyTeachingPartner Secondary (MTP-S) program as part of a federally-funded Education Innovation and Research (EIR) project. Due to COVID-caused delays, we were unable to include findings about the impact of MTP-S on Year 2 student achievement in the final report produced at the end of the EIR project (Wayne et al., 2023). With the support of a grant from the William T. Grant Foundation, we were able to complete the collection and analyses of Year 2 student achievement data presented in this addendum. Similar to the Year 1 student achievement findings presented in our EIR final project report, the Year 2 student achievement findings did not reveal any significant program impact on students' math or English language arts achievement at the end of the 2-year program. Findings from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic.

Research and development work in artificial intelligence in education (AIED) is wide ranging and rapidly growing to support all areas of science, technology, engineering, and mathematics (STEM) teaching and learning. At the risk of hyperbole, this is potentially the most fundamentally game-changing technology for education to emerge since the internet. Building from decades of work on AI and AI-based learning and teaching technologies, the recent advances in AIED are pushing us to reimagine what is possible for STEM teaching and learning. AIED research initiatives are being speedily funded, and AIED advances are quickly becoming integrated into STEM education. It is transforming how teachers teach and how students learn. It is also transforming how education developers and researchers conduct their expansive work. There is excitement about the promise of AIED as well as growing concern that the breakthroughs in AIED are impacting everyday education practice in ways that may perpetuate long-standing biases and diminish the potential for positive outcomes. This brief is the first in a three-part series on AIED related to STEM research, teaching, and learning. The topics address ethical approaches to AI in STEM education research, AI for STEM teaching, and AI for STEM learning. This series is sponsored by the Community for Advancing Discovery Research in Education (CADRE), a National Science Foundation-funded network for STEM education researchers endeavoring to improve STEM teaching and learning through research, development, and various information-sharing and community-building mechanisms. Researchers in the CADRE network are part of a portfolio of projects funded through NSF's Discovery Research PreK-12 (DRK-12) program. The DRK-12 portfolio is wide-ranging, with a multitude of projects that focus on applied research and development to generate innovative research-informed and field-tested tools, products, and approaches that are intended to enhance STEM teaching and learning. Over the past several years, the portfolio has grown to include an increasing number of projects that leverage AIED to achieve their goals related to teaching or learning. It is expected to continue to grow. This series has been inspired by the question, "What are the essential considerations for researchers and developers who are designing, studying, and using AI in K-12 STEM?" Our hope is that the opportunities and challenges discussed in this series will generate reflection and rich discussion for the better and support the transformative use of AI to achieve positive and wide-reaching impact for all learners. In this first brief, "Toward Ethical and Just AI in Education Research," the authors are concerned with the ethical reasoning and decisions made in the development, study, and use of AIED technologies. Recognizing that AIED technologies reflect both the intended and unintended biases of the designers and the wider society, they advocate for the adoption of policies and practices that prioritize ethics, equity, and justice in research and development initiatives using AIED technologies in K-12 education. In an effort to provide guidance to researchers and developers, they lay the groundwork for responsible AI research and its implementation in educational settings. This foundation draws in part from the ethics rules for research with human subjects that have guided researchers for decades, but goes beyond this to frame a more all-encompassing stance rooted in justice and equity. The authors illustrate how ethical AI research can be strengthened by building from well-established ethical principles used in research and society at large. Taking into account these principles, they propose an ethical AIED framework and a set of tools that they have found to be supportive of continuous reflection, communication, and improvement toward inclusive and equitable AIED research and development. Their guidance is in the service of ensuring that the good intentions of researchers and developers will lead to positive design decisions and actions that create inclusive AIED technology products and systems. This is a valuable contribution that encourages a shift in focus to bring ethics, justice, and the values of communities of teachers, students, and families to the forefront of research and development practice.