Search

This inquiry-manifesto delves into the potential transformative impact of what embracing magical knowledge could do for post-materialist educational research. We are laboring toward crafting methodologies that might break free from colonialist biases associated with materialist research to embrace a holistic perspective that acknowledges our interconnectedness with and dependence on the environment and its knowledge. In the form of a dialogue, we propose Anzaldúa's notion of el mundo surdo as an invitation and a theoretical point of departure inviting and a challenging educational researchers who long to think-feel the possibilities of teaching and inquiry that accounts for marginalized traditions and spiritualities not merely acknowledged but also celebrated. [ABSTRACT FROM AUTHOR]

"Lesson study" has garnered considerable attention from educational researchers and practitioners as a promising method for improving instruction. At its core, lesson study reflects a collaborative inquiry process, grounded in cycles of planning, enacting, and reflecting, that promotes teacher learning through active engagement in lesson refinement. In this article, we leverage lesson study as an exemplar case to foreground an examination and application of theory-based evaluation. We overview a novel evaluation framework contextualized to this multidimensional instructional program and draw out the contributions of theory-based evaluation to the study of program effects. To ground the description of this framework, we summarize representative findings from our ongoing evaluation of a lesson study-based instructional program and discuss processes for selecting, using, and managing evidence sources as well as determining causal strands supporting program outcomes. We conclude by discussing lessons learned and implications for theory-based evaluation of complex programs. [ABSTRACT FROM AUTHOR]

There are increasing demands for teachers to continue to improve the quality of education. This focus is evident in the Early Childhood Education and Care sector in Australia where the professionalisation agenda is tied to teacher professional learning. While the Australian Professional Standards for Teachers (AITSL) has strengthened expectations on teachers to engage with research and become inquirers into their own practice, current early childhood documents that guide practice use non-descript terms without ascribing them to research or researching. We argue that greater opportunities are needed for early childhood teachers to be recognised as consumers and producers of research and validated as researchers of their own practice. Professional learning programs, such as the Supporting Oral Language Development (SOLD) Program outlined in this paper, provide the potential to acknowledge and build the research skills of early childhood teachers, thereby supporting their self-efficacy and confidence as researchers. [ABSTRACT FROM AUTHOR]

Educating new students in miniaturization science remains challenging due to the non-intuitive behavior of microscale objects and specialized layer-by-layer assembly approaches. In our analysis of the existing literature, we noted that it remains difficult to have low cost activities that elicit deep learning. Furthermore, few activities have stated learning goals and measurements of effectiveness. To that end, we created a new educational activity that enables students to build and test microfluidic mixers, valves, and bubble generators in the classroom setting with inexpensive, widely-available materials. Although undergraduate and graduate engineering students are able to successfully construct the devices, our activity is unique in that the focus is not on successfully building and operating each device. Instead, it is to gain understanding about miniaturization science, device design, and construction so as to be able to do so independently. Our data show that the activity is appropriate for developing the conceptual understanding of graduate and advanced undergraduate students (n = 57), as well as makes a lasting impression on the students. We also report on observations related to student patterns of misunderstanding and how miniaturization science provides a unique opportunity for educational researchers to elicit and study misconceptions. More broadly, since this activity teaches participants a viable approach to creating microsystems and can be implemented in nearly any global setting, our work democratizes the education of miniaturization science. Noting the broad potential of point-of-care technologies in the global setting, such an activity could empower local experts to address their needs. [ABSTRACT FROM AUTHOR]

Inspired by the recent 21st century social and educational movements toward equity, diversity, and inclusion for disadvantaged groups, educational researchers have sought in conceptualizing fairness in classroom assessment contexts. These efforts have provoked promising key theoretical foundations and empirical investigations to examine fairness in assessment. This review study aims to critically review these theoretical foundations and associated empirical studies to examine their potential for addressing the complex and evolving notions of fairness in classroom assessment contexts. This study also builds on fairness and justice literature in social sciences and broader educational discourses to provide additional theoretical grounds to rethink fairness in classroom assessment. Overall, this study contributes theoretical grounds for future theory-driven empirical research to advance fair assessment practices in classrooms. [ABSTRACT FROM AUTHOR]

Over the past few years, computer science education has expanded globally, including aspects of artificial intelligence (AI), especially in graduate and undergraduate education settings. However, less has been accomplished regarding how to introduce AI to K-12 students. While many K-12 students regularly interact with AI in the form of predictive text, facial recognition, cell phone voice assistants, etc., there has been little effort made by educational researchers regarding how best to introduce K-12 students to AI and help them understand how it works. Artificial intelligence (AI) has become ubiquitous, revolutionizing many of the fields it touches, from medicine to education to the business world, and its capabilities are rapidly expanding along with its role across the globe. AI is applicable across multiple contexts, including K-12 education, and students need to be learning what it is and how it works from a young age so they will be better prepared for a future where AI plays a prominent role. In this article, the author shares three lessons that serve to introduce high school students to artificial intelligence and machine learning. [ABSTRACT FROM AUTHOR]

Mixed methods research (MMR) has been widely adopted in a plethora of disciplines. Integration is the pressing issue regarding the legitimation, the added value, and the quality of using MMR, though inadequate literature has discussed effective strategies used in the field of education, including school psychology, counseling, and teacher education. This study reviewed 119 recently published MMR articles in education using a four-dimension codebook with the goal to explore generic integration strategies and innovative strategies used by educational researchers in practice. As a result, three most commonly used generic integration strategies were identified, including (1) using a good mixed methods (MM) research question to guide research design, (2) using appropriate MM sampling strategy to obtain good data for achieving integration, and (3) using multiple MM data mixing strategies to facilitate integration. Moreover, five creative integration strategies were found at the method level: (1) using an innovative survey to collect both qualitative and quantitative data, (2) using visual support to collect data, (3) using high-tech methods to facilitate data collection, (4) using data visualization in mixing, and (5) quantitizing categorized QUAL data. This review summarizes and analyzes the effective integration strategies commonly used at the research design level and at the method level. It also provides valuable recommendations for educational researchers to explore creative strategies to achieve efficient integration when they conduct mixed methods research. [ABSTRACT FROM AUTHOR]

Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience. Practitioner points: Most international large‐scale assessment studies utilized the definition‐driven method to conceptualize academic resilience, while national/regional large‐scale assessment studies commonly adopted the process‐driven method.Logistic regression was the most prevalent data analysis technique used to explore academic resilience in international large‐scale assessment studies.Emotional styles and behavioral engagement are identified as the most studied protective factors of academic resilience in East Asia. [ABSTRACT FROM AUTHOR]

In response to the spread of COVID-19 in early 2020, schools across the UK moved to virtual teaching arrangements for the majority of their learners. Some localized school closures occurred in England in February 2020, with a national lockdown following in March 2020. Although relaxed in June 2020, concerns about rising cases of the virus led to a second period of enforced school closure across the UK in January 2021. With no sign of the pandemic abating, we wanted to gain insights into teachers' experiences at this unique time. We used a solicited diary method with teachers over a 4-month period to reflect on workload and wellbeing issues related to their changing teaching practices. The diaries were supplemented by a series of teacher interviews. In this paper, we carry out a critical reflection of diary use. We observe how diaries provide a structure for eliciting ideas in an ordered way, and which then become a resource for a teacher's professional reflection. This process also appears to strengthen some of the social connections that were compromised during the social distancing periods of the pandemic, and which has benefits for teachers' wellbeing. [ABSTRACT FROM AUTHOR]

This paper considers what it could mean to say that epistemologies and methodologies are racially just or unjust. It has been argued that this has nothing to do with whether an individual researcher is racist: he or she could be anti-racist but still use an epistemology that is racially biased. To explore this issue, some pioneering research by Allison Davis, an influential African-American scholar in the 1940s and 1950s, is examined. This research dealt with the effects of social class cultures on academic achievement in the United States. While Davis was well-known at the time, his work in this field is now largely forgotten. Two senses of 'racially-just' are examined in this paper, relating: to the intrinsic character or origin of epistemologies and methodologies; or to the implications for and likely consequences of their use. Davis's investigations employed methods and assumptions that are rejected by many educational researchers today. I will address the question of whether these can be criticised as racially unjust; and, if so, on what basis. This evaluation will lead to a consideration of the broader question of the terms in which it is appropriate to assess educational research, and in particular the epistemologies and methodologies on which it depends. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

An unresolved dilemma facing many disciplines is how theory and practice can better work together to enhance the decision-making processes on the ground. This widely-known theory-practice gap often contributes to the misdiagnosis of problems and undermines the effectiveness of responses. Despite decades of research into why this gap remains, there is still a continuing and heated debate as to why it exists and how it could be resolved. This article examines the theory-practice gap through a systematic review that draws insights across diverse disciplines such as health, science, governance, and business. It builds a conceptual framework based on the findings, allowing for the analysis of the various drivers and solutions for addressing the gap. The findings show that to resolve this gap is necessary to change our perspective of the gap and understand it as a bilateral issue, where both theory and practice play a role in creating the gap. Thus, solutions to the gap need to follow a cyclical and integrative approach. As the gap may never be fully closed, the framework provides the tools to respond to it whenever it arises. Future research will be required to empirically test and advance the framework. [ABSTRACT FROM AUTHOR]

Uncertainty in education, both general and special, has long troubled educational researchers, reformers, and practitioners. Responding to students with special (atypical) educational needs is an example of decisions that are prone to error. Although some efforts to reduce uncertainty in education are reasonable and helpful, efforts to eliminate uncertainty completely are not only certain to fail but sometimes make matters worse. Changing the structure or framework of education, such as using educational tiers, does not reduce and may increase uncertainty. We offer recommendations for reducing uncertainty in education, given that it cannot be eliminated. [ABSTRACT FROM AUTHOR]

Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth's participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels. Our implications center on using critical reflexivity to challenge adultism. [ABSTRACT FROM AUTHOR]

Facebook is widely used and researched. However, though the data generated by educational technology tools and social media platforms other than Facebook have been used for research purposes, very little research has used Facebook posts as a data source—with most studies relying on self-report studies. While it has historically been impractical (or impossible) to use Facebook as a data source, the CrowdTangle platform allows academic researchers to freely access the massive collection of posts on public Facebook pages and groups. In this paper, we first outline how interactions and textual features in these public Facebook data in concert with established methods from educational data mining and learning analytics can be used to scrutinize educational discourse and knowledge sharing at scale. We then provide a primer that offers considerations for researchers before collecting these data (i.e., conducting research ethically and framing the study). The tutorial also covers matters directly pertaining to using CrowdTangle: accessing the CrowdTangle platform, uploading or identifying pages (or groups), and downloading historical data and it includes code using the statistical software and programming language R. We conclude with ideas for future directions for using Facebook posts as data with a focus on how educational researchers can leverage the scale of the available data and the time periods for which data is available to study educational affairs (i.e., issues or topics) and individuals (i.e., people or organizations) and to scrutinize how Facebook itself is used. [ABSTRACT FROM AUTHOR]

Our systematic, unapologetic, and Black education-focused literature review sought to examine how educational researchers, Black teachers, and Black students describe and co-imagine educational policies that advance Black liberatory pedagogies and practices. Our work addresses a need in educational policy studies to shift paradigms and invites scholars to leverage their power and privilege. The review team searched for policy-specific and Black liberation-focused articles. Our search criteria and review process yielded 51 articles that showed clear evidence of connections to educational policy advancing Black liberatory pedagogies and practices. Rooted in Black educational policy scholars, teachers, and students' co-created knowledge, we found nine Black liberatory educational policies (BLEPs) we organized within three levels— – Classroom, District/School, and Federal/State. Our findings implicate how Black teachers, BLEP scholars, and Black students have engaged in negotiations that build power, so our work is bolstered, and not halted, by educational policy studies and its laws. Finally, we offer the Reality-Imaginary Spectrum (RIS) conversational tool to center power analysis in Black-led, educational justice movements. [ABSTRACT FROM AUTHOR]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

El artículo discute un dossier sobre la historia y el futuro de la revista Consejo Mexicano para la Investigación Educativa (COMIE) con enfoque en las trayectorias de investigación educativa y la formación de investigadores educativos en México. El artículo también se centra en la participación de estudiantes de pregrado en la investigación educativa y las políticas educativas para la educación científica en México.

El artículo discute los principales objetivos del Consejo Mexicano para Investigaciones Educativas (COMIE) con un enfoque en promover la investigación educativa y las políticas educativas en México. El artículo también se centra en los congresos nacionales de investigación educativa destinados a la colaboración y el desarrollo de los investigadores educativos en México.

El artículo discute el multiculturalismo y la interculturalidad en la educación con un enfoque en las políticas públicas para el desarrollo de investigadores educativos y sistemas educativos en México. El artículo también se centra en la interculturalización de los sistemas educativos, la Agenda Intercultural para la Educación Nacional y el desarrollo de los estados del conocimiento.

El artículo discute sobre la revista científica de México, la Revista Mexicana de Investigación Educativa (RMIE), que promueve la producción científica de conocimiento en las áreas de Ciencias Sociales y Humanidades. El artículo también se centra en los desafíos de las publicaciones científicas en la difusión del conocimiento, la formación de investigadores y los recursos financieros para el aprendizaje digital.

El artículo discute las políticas gubernamentales para el desarrollo de la investigación educativa y de los investigadores profesionales en México con un enfoque en fortalecer el sistema educativo mexicano a través de la reforma educativa. El artículo también se centra en los desafíos para brindar una educación equitativa e inclusiva para compensar la desigualdad social y económica en México.

El artículo discute los grupos de investigación educativa del Consejo Mexicano de Investigaciones Educativas (COMIE) con enfoque en la justicia social y el desarrollo de programas educativos en México. El artículo también se centra en el apoyo federal para el apoyo a investigadores educativos en las Universidades, la Promoción Educativa, la formación docente y el desarrollo profesional en México.

El artículo discute medidas para promover el desarrollo de la investigación educativa por parte del Instituto Mexicano de Investigaciones Educativas (COMIE) y programas de formación de investigadores educativos. El artículo también se centra en las políticas educativas orientadas a la difusión del conocimiento y la igualdad en la participación de las mujeres en la investigación académica en las universidades mexicanas.

An assessment of the utilization of the Completed Basic Education Research Fund (BERF) in the divisions of South Cotabato, Sarangani, and General Santos City, Philippines, was conducted using a descriptive-correlational research design on the 40 BERF-recipient, teacher-researchers from School Year 2019-2021. It looked into whether the utilization had a significant influence on the proficiency of learners. The quantitative results revealed that completed BERF research was moderately utilized. Likewise, learners' proficiency in the recipient school during the first quarter of School Year 2022-23 was very satisfactory. Furthermore, using a Spearman Rank correlation, the variables in utilizing completed BERF did not significantly influence learners' proficiency in the recipient school. It can be seen that the research findings may not have reached the intended audience in a way that is accessible, understandable, and relevant to their needs. Accordingly, the learners had a very satisfactory performance. This can be attributed to their improved digital skills during the pandemic may have contributed to their face-to-face classes' performance. The translation of research findings into actionable strategies and interventions was likely affected by other concerns in school management. Therefore, it is imperative to guarantee that the research supported by BERF closely corresponds with the unique requirements and difficulties students face in the school system. [ABSTRACT FROM AUTHOR]

The article examines the question of asymmetries in participatory research relationships in institutional contexts. The principle of ethical symmetry forms the theoretical framework for the investigation. It draws on experience from three (participatory) research projects in different settings, involving academics and people living in the settings as co-researchers. The central methodological tool is a research process model used to systematically dissect the research process and its progress over time. The three-step empirical analysis was structured as follows: First, building on Foucault's concept of the dispositif, we discuss the invocations experienced by the academic and co-researchers. Secondly, we investigate how the actors handled the invocations, adopting a relational understanding of agency. Finally, we integrate the two perspectives to explore the possibilities of achieving ethical symmetry. The article concludes with reflections – drawing on the findings from the three case studies – on the impact of the principle of ethical symmetry on social work practice and research. [ABSTRACT FROM AUTHOR]

What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin's dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district's prohibition of traditional forms of action research. CP-IPAR's examination of how events change with context dovetails with action research's emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research's evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research. [ABSTRACT FROM AUTHOR]

To what extent can teachers' involvement in knowledge-producing activities be enhanced through collaboration with researchers? This article reports on two teacher-researcher collaborative didactic development projects in Sweden and Finland. By using the theory of practice architectures, the aim is to explore how teachers' knowledge contribution and participation may be transformed through collaboration in two action research-based projects. Even though the practices of collaboration are different, one aiming for book production and the other for didactic development in the classroom, the findings regarding the teachers' professional transformation seem to have similarities. The norms of how teachers initially understand themselves are transformed through the collaboration. The teachers start out by stating that they feel unsure of their own capacity, but through collaboration they start to see themselves as knowledge producers when they understand the value of their contribution of knowing-in-action. The teachers' professional transformation is made possible through time given and the set-up of collaboration through dialogues. As the teachers develop agency in the collaborative process of producing knowledge with the researchers, the relationships of power and solidarity change. The findings contribute to the research field emphasising teachers' important role in knowledge production and practice development processes. [ABSTRACT FROM AUTHOR]

Empirical research in education has largely adopted quantitative approaches to measure teachers' and students' perceptions of fairness and justice in classroom contexts. The purpose of this study is to understand the validity evidence of fairness and justice instruments including how fairness and justice have been conceptualized in measures. Through a systematic review method, 96 quantitative studies were identified and their measurement instruments were analyzed based on five validity criteria: (a) framework and conceptualization of construct, (b) response processes, (c) internal structure, (d) internal consistency reliability, and (e) relationship to other variables. Results showed that most studies conceptualized classroom fairness and justice from organizational and social psychological theories with only a few conducting rigorous statistical analyses to support their validity interpretations. Findings are critically discussed and point to the need to develop a theory of fairness and justice rooted in classroom contexts. Impact Statement By reviewing the quality of classroom fairness instruments, this study provides guidance to school psychologists, teachers, and educational researchers with the choice of reliable instruments to promote fairer school culture and climate that supports students' academic engagement and motivation as well as mental health at schools. Supplemental data for this article can be accessed online at . Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.2000843. [ABSTRACT FROM AUTHOR]

Between the 1970s and 1980s, a bipartisan group of philanthropists, educational researchers, and eventually the Ronald Reagan administration politicized the image of the strict school disciplinarian as the key to urban school turnaround. While Black communities saw Black leaders as part of a broader project of racial and economic justice, local and national networks of educational elites reduced Black urban communities' demands for self-determination to the disciplinarian strategies of strict Black leaders. This group of actors advanced Black school leaders' disciplinarian strategies as a substitute for structural reforms that targeted the political and economic conditions that constrained urban schools. This idea of the strict Black disciplinarian clarifies how discipline became a dominant focus of school reform after 1970. In doing so, it deepens understanding of the educationalization of social problems, clarifies how and why discipline became a dominant focus of school reform after 1970, and illuminates the consequences of the neoliberal carceral turn in urban education. [ABSTRACT FROM AUTHOR]

Bourdieu's critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu's concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems enact upon students and families who are unfamiliar with the "culture of power." Our purpose is to engage in a revitalized critique against the reproduction of educational inequalities and explicate how BCAC is useful toward these ends. [ABSTRACT FROM AUTHOR]

Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a Grade 3 Mandarin teacher in implementing translanguaging approaches across different content areas. We focus particularly on critical moments of dissonance in their research partnership that capture their changing understandings and constant negotiations of translanguaging stance, design, and shifts. Through open and focused coding of qualitative data, we identified both parties' evolving perspectives and teaching/research practices. Ambivalence, doubts, and contradictions characterised their collaboration process as both researcher and teacher wrestled with what translanguaging means to Chinese education within a DLBE context where English hegemony reigns both inside and outside school. Important critical moments are highlighted to illuminate how the pair gradually developed a shared understanding about the need for a more comprehensive, critical, and contextualised lens to translanguaging pedagogies and to learn how to orchestrate translanguaging spaces in DLBE programmes while privileging students' use of Mandarin. [ABSTRACT FROM AUTHOR]

Introduction: The free open access medical education (#FOAMed, or FOAM) movement creates educational content intended to inform medical education and clinical practice and is distributed in an unrestricted fashion (e.g., open access website). The who, what, and in particular the how of FOAM has raised important questions about the sustainability of the movement. Methods: We recruited a diverse research team that included educational researchers, FOAM contributors, a business academician, and medical trainees to design and conduct a qualitative study exploring the work of FOAM creators. We analyzed the transcripts of interviews with 11 participants from top FOAM websites in emergency medicine and critical care. The team met frequently to iteratively identify and discuss emergent themes (major and minor) until saturation of concepts was achieved. Results: Creators of FOAM could be categorized using three archetypes: the rebel, the professor, and the entrepreneur. The rebel was categorized as distinctly rejecting "traditional academic structures" yet was compelled to deliver educational content via alternative routes. The professor retained a traditional academic role, instead creating FOAM to supplement academic activities (teaching courses, disseminating scholarship, promotion). Entrepreneurs focused on creating a sustainable entity in an effort to supplement their income and reduce clinical obligations. Conclusion: While all FOAM creators appear unified in their passion to create, promote, and distribute educational material with unfettered access to educators, their motivations for creating content could be differentiated. Given the grassroots nature of FOAM, creators share concerns related to financing, time commitments, and threats to sustainability of these businesses. The longevity of FOAM and what business models are best suited to support them are uncertain. Further exploration of the implications could investigate the best ways to engage with and support the different FOAM creator archetypes and develop models of sustainability. [ABSTRACT FROM AUTHOR]

This essay explains how, from the theoretical perspective of Basil Bernstein's three "conditions for democracy," the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They argue that if AI is to reach its full potential in terms of promoting children's identity as democratic citizens, its pedagogy must go beyond monitoring the technological progression of personalized provision of knowledge. It needs to pay more careful attention to the democratic impact of data‐driven systems. Kucirkova and Leaton Gray propose a framework to distinguish the value of personalized learning in relation to pluralization and to guide educational researchers and practitioners in its application to socially just classrooms. [ABSTRACT FROM AUTHOR]

Educational researchers have offered a number of different measures to explore the use of equity pedagogies. Such measures traditionally use teacher self-report as the primary metric and few investigate from the student perspective. This exploratory psychometric article details the use of a new instrument, the Asset-Based Equity Pedagogy Scale (ABEPSc), that captures the student perceptions of three constructs, one of which is criticality, which is overlooked in the existing survey instruments. The initial validation process is outlined. Using QuantCrit as a guide, we argue that this scale offers a new way to understand approaches to instruction, teacher expectations, care, and the pursuit of criticality in the classroom. [ABSTRACT FROM AUTHOR]

This article contributes to scholarship on collaborative knowledge-making by documenting our methodological experiences of conducting multiple ethnographies and the emergence of what we describe as a methodology of quilting and vulnerability. We borrowed from critical and decolonial frameworks for knowledge production and knowledge dissemination to reflect on the organic processes that we implemented to document our polyphonic conversations about the challenges, passions and perspectives of being educational researchers and language teachers. We argue for the use of dialogical interactions, using "quilting" as an aesthetic representation of lived experiences and as a medium through which knowledge creation becomes democratized and supported by interdisciplinary scholarship. In this article, we demonstrate the utility of a methodology of vulnerability in learning about the complexities involved with negotiating identities in collective work in the field of language education. We use the metaphor of the quilting bee to theorize vulnerability in collaborative knowledge production. The ultimate goal of this paper is to inspire educators and researchers to explore other forms of studying themselves and their relationships with their identities, cultures, and languages, especially from international contexts. In the end, as an emerging research collective, we advocate questioning and challenging whose voices are being heard and the power relations involved in collaborative and interdisciplinary research processes. [ABSTRACT FROM AUTHOR]

"Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers" by Razfar and Troiano explores the use of action research in K-12 classrooms to create culturally and linguistically responsive curricula for STEM and English language learners. The book draws on data from two large projects that provided professional development opportunities for teachers. It highlights the importance of theoretical and empirical work in action research and introduces the concept of the third space. The book includes case studies that demonstrate the challenges and successes of implementing action research in the classroom, as well as practical tools and templates for data collection and reflection. It emphasizes the need for transformative and sustaining university-school partnerships that center teacher expertise and challenge deficit views of marginalized communities. The book also discusses the impact of these partnerships on students' academic performance and offers recommendations for future action research initiatives. Overall, the book provides a comprehensive account of the benefits and tensions of using action research to improve teaching practices and meet the needs of diverse students. It is a valuable resource for educators, researchers, and school administrators interested in integrating STEM and language learning and promoting equity in education. [Extracted from the article]

The author provided a brief exploration into the origins of racial/ethnic categories and facilitated a linkage between a colonial past and the present. She encouraged educational researchers and practitioners to adopt an understanding of Latinidad beyond a pan-ethnic model of identity by making critical colonial connections. She underscored how coloniality permeates educational structures, pedagogical practices, and the foundations of scholarship development that subjugate LatinX students to view themselves through the eyes of the colonizer. [ABSTRACT FROM AUTHOR]

A virtues-based approach to research ethics offers an alternative perspective to the rule-based approaches that dominate many current ethical regulations. For researchers engaging in insider research where ethical dilemmas can be complex and unpredictable, ethical decisions often need to be made on a case-by-case basis. This requires researchers to have greater awareness of the dispositions of their character to ensure appropriate and just decisions are made. In this paper, a virtues-based approach to research ethics is used as framework for reflecting on research conduct. Past experiences as a teacher-researcher engaging in an insider research project are drawn on and used to demonstrate the usefulness of this framework for reflection. It is argued that by engaging in such reflection, a researcher may be able to strengthen their awareness of the excellences of character required to navigate ethical dilemmas confidently and safely in future research endeavours. [ABSTRACT FROM AUTHOR]

Recent negotiations of 'data' in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers' digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission's Human Rights and Technology final report, this conceptual paper focusses on teachers' rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence, also called 'personalisation'. The lens of Postdigital positionality guides the discussion. Three potential consequences are presented as provocations: (1) What might happen if emerging technology uses teachers' digital data that represent current societal inequality? (2) What might happen if insights provided by such technology are inaccurate, insufficient, or unrepresentative of our teachers? (3) What might happen if the design of the AI system itself is discriminatory? This conceptual paper argues for increased discourse about technologies that use or provide predictive analytics complemented by considering potential consequences associated with algorithmic bias. [ABSTRACT FROM AUTHOR]

This article is dedicated to the educational researchers and academia involved in the initial training of students. The educational process is based on a set of principles, and intrinsic consciousness in one of them. It guides personality development towards forming a selfconcept and worldview. Furthermore, this principle stems from one of the four dimensions of spiritual intelligence, namely transcendental awareness, which focuses on developing consciousness and self-awareness. The principle of intrinsic consciousness entails engaging students in academic activities that demand complex cognitive processes, such as analysis, synthesis, reflection, imagination as well as other mental faculties based on intuition. In this context, training approaches and planning shall focus both on theoretical benchmarks, particularly on the model of spiritual intelligence and, more specifically, on transcendental awareness, and on methodological benchmarks, comprising the teaching strategies guiding the educational approach aimed at developing intrinsic consciousness. For this investigative approach, a strategy is a construct consisting of a harmonious combination of learning tasks and methods used in shaping the personality to be self-aware and conscious of the components of the relationship with the surrounding world. Moreover, academics can apply these strategies both in a formal context, in the planning of lectures and seminars on academic subjects, and in a non-formal context, as part of continuing education activities. [ABSTRACT FROM AUTHOR]

In this introduction to the special issue, we describe the socio-political context that spurred our efforts to disrupt the anti-critical race theory (CRT) that has seeped into popular and political conversations about the US educational system. Noting the lack of preparation educational researchers have for sharing their nuanced, academic CRT understandings to policy-making audiences, we endeavored to address this issue. With use of funding support provided by the Spencer Foundation's Conference Grants Program and in conjunction with Penn State University's Research-to-Policy Collaboration, we identified a panel of CRT experts, facilitated their training in translating research into policy factsheets, and hosted a Day on the Hill conference during which the factsheets were shared with policy-making professionals. This introduction provides additional details about our process and about the resulting special issue which pairs together two written products covering the same CRT topic from each author, one written in the format of a traditional academic essay and the other as a two-page factsheet. Taken together, we hope that the paired publications serve as an example for how education researchers might demistify academic understandings of CRT in order to transform discourse with policy makers. [ABSTRACT FROM AUTHOR]

This article describes the learning and teaching approach taken within a Masters level specialism in Literacy Education within the context of learning some basics of undertaking qualitative investigation. Participants working as members of self-selected teams kept informal records of their activity, talk, reading, artefact creation, and archiving of documents in the context of engaging in a craft activity intended to produce a meaningful gift for an intended recipient. This informal corpus of information was generated as a hands-on approach to learning about how empirical qualitative researchers collect good quality data. It was then used as a resource for learning in a hands-on way some basic elements of data analysis. The participants subsequently learned how to refer to a contrived purpose and relevant literature to make sense of the craft process they had engaged in, and to discuss what they think they had learned about their process. The focus is on the work of one team who engaged in knitting a set of fabric “alphabet coasters” for learners who respond to tactile resources. The first half of the article maps some broad contours of the teaching approach taken by the instructors, who also participated as peripheral members of the team by providing feedback and suggestions within its Google Doc. The second half recounts the main elements of what and how the students worked and learned, drawing on the content of their 6600 word report for the course and their Google Doc. [ABSTRACT FROM AUTHOR]

This paper presents an ethnographic study analyzing the influence of students' social backgrounds on students' entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher senses of entitlement and agency, use floor obtaining strategies, such as calling out and begging, which increase their learning opportunities, often at the expense of their less privileged peers. The research contributes to expanding our understanding of the mechanisms of educational injustice, advancing us towards their rectification. As such, the study may be of interest to both educational researchers as well as practitioners. [ABSTRACT FROM AUTHOR]

Context • References to education in the 21st century often follow popular framings of education focusing on "skilling" and self-regulated learning without reflecting education as a key concept in educational research. Inter- and transdisciplinary efforts at the seams of 4E cognition and educational research can offer mutual benefits and enhanced perspectives for conceptualizing and designing educational arrangements open to the future. > Problem • Education and educational research are contested fields. Depending on disciplinary backgrounds and entanglements of educational research and policy, different operative fictions of, for example, optimization, emancipation, calculable output, or freedom of personality development play a role. I highlight some challenges and often neglected contexts at the crossroads of learning and education as Bildung. > Method • I summarize some historical background regarding education, educationability (Bildsamkeit) and the relevance of educationalization formulas. Furthermore, I consider a number of issues related to learnification, literacification, datafication and the impact of the global education industry. A critical analysis shows that some challenges have been undervalued in the discourses at the crossroads of education and 4E cognition, so far. > Results • As for the future of 4E cognition research, perspectives are not necessarily limited to quantitative measurement, calculability, formalization and computational models of cognition. Further clarification should include relations of measurable and non-measurable dimensions of education as well as humanist and posthumanist assumptions of learning subjects. > Implications • Insights are beneficial for educational researchers and specialists from different disciplines who want to overcome reductionist or lopsided perspectives regarding the future of education. > Constructivist content • 4E cognition considering extracranial processes is compatible with radical constructivism and relevant to educational research and pedagogical practice. However, considering the relevance of entanglements of micro-, meso - and macro-levels in education, the increasing impact of the global education industry and contemporary challenges of various critical ecologies, enhanced perspectives of constructivism that are informed by Siegfried J. Schmidt's media-cultural constructivism and Kersten Reich's interactive constructivism provide broader prospects for conceptualizing and designing education in the 21st century. [ABSTRACT FROM AUTHOR]

This article examines teachers' work as part of the everyday life of classrooms, schools and communities—as curriculum design, dynamic pedagogies and as an oeuvre which is assembled over time. One of the hardest aspects of the everyday work of teachers, and perhaps one of the most under-rated and under-studied, is listening, really listening. This article firstly explores the dangers of teachers not listening. Secondly, it highlights the contributions of teacher researchers who take students and their worlds seriously. We argue that teachers listening to students in the context of their communities can underpin responsive pedagogies and creative curriculum design, which in turn can allow students to assemble repertoires of complex communication practices for representation, participation and taking action. Finally, we speculate about how, over time, teachers, as artists, assemble an oeuvre—an assemblage of curriculum design and responsive pedagogies which could inform teacher education and research. [ABSTRACT FROM AUTHOR]

At the present time, the pedagogical function of thesis supervision is considered substantial in training researchers. The current study had the goal to identify, according to doctoral students' perceptions, the qualities of thesis supervision that contribute to research and the qualities that hinder research. The participants were forty-one doctoral students, from various disciplinary programs in a Mexican university, who answered an online questionnaire with open-ended questions. The information obtained was analyzed through grounded theory. The results indicate that the pedagogical practice of thesis supervision is linked to the style of supervision, in which feedback, attitude, and the promotion of agency, in addition to different types of supports, are substantial in favoring doctoral progress. [ABSTRACT FROM AUTHOR]

Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic teacher education programmes were followed to investigate how their inquiry-based working developed during their first years of teaching. Interviews were conducted with these graduates and their school leaders over three subsequent years. Their involvement in inquiry-based working was found to shift from the classroom level to the school organisational level, with this shift being dependent on individual and organisational conditions. The results suggest ways to support teachers' professional development in inquiry-based working. [ABSTRACT FROM AUTHOR]

Within the scope of a study aims to understand how the organization of a research-training project that emphasized professional writing, within an established community of practice, the Portuguese Movement of the Modern School, contributed to the professional development of six teachers from the 1st CEB, we present in this article the types of written reflection that were mobilized in the nine professional diaries produced. Using some analysis models of written reflection as a reference, a content analysis of the diaries was carried out, defining three categories of analysis: 1st Descriptive writing; 2nd Reflection of practice cases; 3rd Theorizing reflection. The data suggest that the reflection of practice cases was the analysis category with the most registration units, which is understandable given that the project in question reflected the characteristics of an investigation of practice, in which it was improved and knowledge was produced and disseminated. [ABSTRACT FROM AUTHOR]