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The Atomic, Molecular, and Optical Science (AMOS) Gateway is a comprehensive cyberinfrastructure for research and educational activities in computational AMO science. The B-Spline atomic R-Matrix (BSR) suite of programs is one of several computer programs currently available on the gateway. It is an excellent example of the gateway's potential to increase the scientific productivity of AMOS users. While the suite is available to be used in batch mode, its complexity does not make it well-suited to the approach taken in the gateway's default setup. The complexity originates from the need to execute many different computations and to construct generally complex workflows, requiring numerous input files that must be used in a specific sequence. The BSR graphical user interface described in this paper was developed to considerably simplify employing the BSR codes on the gateway, making BSR available to a large group of researchers and students interested in AMO science. [ABSTRACT FROM AUTHOR]

Research interest in oralities, traditional Indigenous dialogic forms of communication, is growing. Various oralities have been valuable in Oceania social research in fields such as leadership development and climate change. However, in the transition of traditional forms to formal research, attention can be paid to on-the-ground details and matters of culture rather than to ontological framings. This article provides two ways to attend to this issue. The first refers to the Oceania Oralities Framework, a representation of ontological elements that inform the performance of oralities in the region. The second is an exploration of the way cultural groups’ prioritised principles are useful for conducting research through an Oceania orality and which map onto the framework. The framework and principles are demonstrated through the example of tok stori, a Melanesian orality and an account of education research in the institutional domain. However, these ideas have potential in any social domain or field of social research, and in contexts that invite research through traditional oralities beyond Melanesia. [ABSTRACT FROM AUTHOR]

AbstractThis article explores the application of photovoice as both an educational and research tool, examining its use to facilitate discussions on loss and grief with fifth- and sixth-grade students, as well as teachers undergoing in-service training in grief education within the Greek-Cypriot school system. Photovoice enabled participants to visually express personal stories related to loss and grief by responding to the question “What do loss and grief mean to you?.” Through group discussions, participants shared insights, feelings, and narratives connected to their photographs, deepening the understanding of grief as both a shared and individual experience. By creating captions or narratives for their images, they contextualized their feelings, adding layers of meaning. The findings indicate that photovoice fosters reflection, empathy, and awareness, supporting the aims of grief education. As a research tool, the photographs and narratives offer insights into addressing grief in the classroom, guiding educators and policymakers in curriculum development. [ABSTRACT FROM AUTHOR]

Research on educational simulations has attempted to decipher the simulation-based learning (SBL) process by examining factors that facilitate and impede this process. In the current study, we examined the role of SBL participants' hindrances, in particular their experience of anxiety or fear, which we view using the framework of leaving one's comfort zone. Departure from one's comfort zone has never been studied in the context of SBL in teacher education. A quantitative analysis of data collected via a questionnaire on Simulation Learning Outcomes in Teacher Education (SLOTE) revealed a model in which the hindrance variable potentially mediated all of the relationships between the background variables and the simulation learning outcomes (i.e., communication skills and collaborative learning insights). These results improve the theoretical understanding of the SBL process in this field and indicate ways to optimally utilize potential hindrances to plan and apply SBL for the purpose of learning. [ABSTRACT FROM AUTHOR]

Background: The purpose of this scoping review is to describe how the literature has discussed and studied disability in undergraduate-level STEM courses in the United States. A Critical Disability Studies lens informed our inclusion criteria. Results: We considered extensive lists of disability types and diagnoses and concluded that "disability" as a search term best captured educational experiences rather than medical approaches. After screening nearly 9000 abstracts, we identified a final set of 409 dissertations, articles, conference papers, commentaries, briefs and news items. Sources appeared in discipline-based education research (DBER), STEM disciplinary and education journals as well as DBER conferences. Under 10% of sources included 2-year college settings. The largest groups of sources focused on disability writ large (39%, vs. specific categories) and across STEM (38%, vs. specific disciplines). Students were the main research participants (80%). Instructors were the main target of recommendations (84%). In terms of solutions, the largest group (n = 111) advocated for Universal Design, followed by accommodations (n = 94), and technology developed or tested with persons with disabilities (n = 90). Sources which the authors framed as empirical studies less frequently disclosed positionality as a person with a disability (16%) than non-empirical sources (21%). Quantitative (n = 125), qualitative (n = 99), and mixed methods (n = 64) approaches were well-represented. The most common data collection methods were surveys, assessments or task completions (n = 161 sources), followed by interviews (n = 109), observations (n = 44), document analyses (n = 18), and institutional student records (n = 14). Conclusions: More research is needed that centers the experiences of students with disabilities, focuses on specific disability types, employs critical quantitative and qualitative methodologies, and otherwise avoids implicit deficit views of disabled students. Citations to the qualifying sources are available in a public Zotero library. [ABSTRACT FROM AUTHOR]

School factors represent a significant variable that exerts a profound influence on student academic achievement (AA). The construction and development of psychological capital (PsyCap) theory has led to the realization that PsyCap is an important factor influencing student AA. This study aimed to investigate the effect of non-physical school factors, namely school satisfaction (SS), teacher support (TS) and teacher-student relationship (TSR), on student AA through their PsyCap. Adopting a quantitative research methodology based on positivist research concepts, the study analyzed the data using SPSS 27 and Amos 27. The findings indicated that SS, TS, TSR, and PsyCap exerted a considerable positive influence on student AA. The effect sizes were as follows: SE(SS → AA) = 0.258***, SE(TS → AA) = 0.233***, SE(TSR → AA) = 0.255***, and SE(PsyCap→AA) = 0.427***. The results demonstrated a significant mediating effect of PsyCap on the effects of SS, TS, and TSR on student AA. The mediating effect accounted for 29.1, 41.2, and 37.2% of the total effect of each pathway, in that order. A noteworthy finding of this study is that the key influencers, person, exerts a more pronounced effect on students' PsyCap than other influencers. Furthermore, the impact of PsyCap on student AA is also more pronounced. The research model developed in this study on the influence of SS, TS and TSR on student AA through the mediation of PsyCap addresses a gap in the existing educational research literature and contributes to the evolving body of knowledge on PsyCap in the field of education, particularly in the context of primary education. [ABSTRACT FROM AUTHOR]

AbstractIn adopting reductive instrumentalism as a dominant discourse medical education can be seen to have cultivated a values monoculture resistant to innovation. This culture characteristically retreats to the safety of conservatism rather than diversifying and innovating to embrace values beyond the functional - such as the ethical, aesthetic, and political. Here - where teaching displaces facilitation of learning - training is privileged over education, competence over capability, linearity over complexity, and information over knowledge. Drawing on the medical education research literature, ten symptoms of an undergraduate medicine ‘compulsory miseducation’ are described, paralleled by ways in which such a miseducation may be countered. [ABSTRACT FROM AUTHOR]

Digital muscle reconstructions have gained attraction in recent years, serving as powerful tools in both educational and research contexts. These reconstructions can be derived from various 2D and 3D data sources, enabling detailed anatomical analyses. In this study, we evaluate the efficacy of surface scans in accurately reconstructing the volumes of the rotator cuff and teres major muscles across a diverse sample of hominoids. Additionally, we investigate whether muscle origin area, as a dissection‐based observation, can reliably predict muscle volume. Our findings reveal that surface scans provide sufficient coverage to accurately reproduce the in situ volumes of the rotator cuff muscles. However, the volume of the teres major was estimated less reliably, suggesting that muscles with less distinct skeletal boundaries may present challenges for accurate reconstruction. Future studies will explore whether such muscles can be reconstructed with greater precision. Furthermore, we identify a significant correlation between the origin area and muscle volume for the supraspinatus, infraspinatus, and subscapularis muscles. These results suggest that muscle origin area can serve as a reliable predictor of muscle volume, offering a skeletal indicator for estimating muscle size in both extant and extinct hominoids. These insights are particularly valuable for paleontological reconstructions, where direct soft tissue evidence is often lacking. By establishing a relationship between skeletal traits and muscle volume, our study provides a framework for evaluating the accuracy of soft tissue reconstructions in hominoid species. This approach not only enhances our understanding of hominoid anatomy but also offers new avenues for exploring the functional morphology of extinct taxa. [ABSTRACT FROM AUTHOR]

Historically, research in the education field concerning intelligence (such as mindset theory) has focused on student beliefs and outcomes. More general education research has also highlighted the importance of the impact that teacher beliefs can have on their practice and thus student outcomes. The purpose of this current systematic review was to explore the relationship between teachers’ beliefs about intelligence and mindset and their practice. The databases Education Resources Information Centre, PsycInfo, and British Education Index were systematically searched from January 2020 to March 2021 for relevant studies. Twenty studies met eligibility criteria and were assessed for methodological quality and appropriateness of focus. Eight remaining studies were included in the final review. Findings reflect limitations in the research of data and tensions in teachers’ understanding of intelligence/mindset beliefs; and the importance of wider education systems and teacher training for successful implementation into practice. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

BandLab and Walk Band are two mobile and web-based applications that let users create and record their own songs, providing them with a variety of virtual instruments, samples, loops and drum machines. These applications can be used as educational tools to encourage musical learning and creativity in secondary and higher education students. This article discusses the advantages and challenges of using these applications in education and offers some recommendations for their pedagogical use. The objective is to show how BandLab and Walk Band can contribute to the development of musical, artistic and digital proficiency in students as well as create collaborative learning communities. A literature review on previous uses of multitrack sequencers is also done, and some examples of didactic proposals on music creation and musical arrangements are offered on how to integrate these applications in the music curriculum in secondary education and in interdisciplinary projects in higher education. Finally, some challenges and opportunities are presented for research and educational innovation through the use of these technologies in the field of music creation. [ABSTRACT FROM AUTHOR]

This introduction to the Special Issue delves into the intersection of critical discursive approaches and intersectionality in the study of language, gender, and societal inequalities. It traces the evolution of gender and language studies, with a focus on how discursive methodologies have facilitated the examination of the material consequences of discourse, particularly in relation to power, gender, and social structures. The aim of this Special Issue is to foster academic synergy by merging discursive and intersectional frameworks to analyze how socio-cultural categories—such as gender, race, and class, among others—intersect to produce inequalities. Furthermore, the issue incorporates a decolonial perspective, critically engaging with the Eurocentric foundations of existing methodologies and advocating for a more inclusive analysis of global power dynamics. The articles within this issue adopt interdisciplinary approaches, including Critical Discourse Studies and Sociocultural Linguistics, to explore diverse experiences and social structures. By integrating these frameworks, the issue offers a multifaceted understanding of how intersecting identities shape discourse and social power relations, underscoring the importance of critical praxis and self-reflexivity in academic research. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusionsTrial RegistrationObjective Structured Clinical Examination (OSCE) is a stressful exam assessing medical competencies. Stress coping strategies are expected to enhance students’ performance during OSCE. The objective was to determine the effect of short preventive coping interventions on performance of medical students.Double-blinded, randomized controlled trial with multiple arms and a superiority hypothesis. Enrolment was proposed to each fourth-year undergraduate medical student convened to the Lyon Est University OSCE in 2022. There was no exclusion criterion. Students were randomized to one of four groups: standardized breathing with cardiac biofeedback (BFB), mindfulness-based intervention (MBI), positive psychology intervention (PPI), or control (CTRL). Each intervention was video-guided, lasted six minutes, and occurred just before starting the OSCE. The primary outcome was the academic OSCE score, assessed through specific grids by university examiners blinded to the interventions. Secondary outcomes included specific performance scores, and student perception of the influence of the intervention on their performance.A total of 482 students were included. No difference was found between BFB (−0.17 [95%CI, −1.20 to 0.86], p = .749), MBI (0.32 [95%CI, −0.71 to 1.36], p = .540), or PPI groups (−0.25 [95%CI, −1.29 to 0.79], p = .637) on the academic OSCE score compared to the control group, nor regarding the specific performance scores. Compared to the control group, the students perceived that the intervention influenced more positively their performance (BFB +3 [95%CI, 0–8]), p < .001; MBI +4 [95%CI, 1–9], p = .040; PPI +1 [95%CI, 0–4], p = .040]).A single six-minute cardiac biofeedback, mindfulness, or positive psychology intervention performed by fourth-year medical students just before an OSCE did not improve their following academic performance. Still, students reported that the interventions helped them to enhance their performance. Future research should aim to further explore the perception of intervention on performance and potential long-term effects for students.The study protocol was registered on ClinicalTrials.gov Identifier: NCT05393219. [ABSTRACT FROM AUTHOR]

This study explores the construction of neoliberal subjectivities in graduate education within the context of the discourse on human capital. It draws on the phenomenology design, one of the designs in qualitative research. To choose the participants, the purposeful sampling technique was applied. Foundation universities and research public universities in İstanbul were favoured in this context as representative scenarios. The study group consisted of current graduate students and academics teaching in graduate education programs at research state universities and private universities. There are 12 participants in the working group – six academics and six graduate students. The content analysis method was used to analyse the data. As a result of this analysis, the theme competitiveness – the categories diploma inflation, certificate fetishism, abandonment cost, and the theme entrepreneurship – the categories self-interest, emerging trend, and ignored skill were reached. In this study, competitiveness among graduate students involves striving to enhance skills, fulfil career aspirations, and attain higher earnings. Entrepreneurship entails expanding networks, taking risks, and fostering innovation to improve job prospects through graduate credentials. [ABSTRACT FROM AUTHOR]

After encountering students who lost motivation throughout the semester, and finding most students' questions focused on how to improve their grade rather than on understanding the material, we developed a gamified grading structure hoping to remove students' barriers to motivation in the classroom. A brief review of the literature on known barriers to student motivation is provided, and on the use of gamification to remove these barriers. Data collected show that the gamified grading structure may have been effective at removing barriers to student motivation and empowering students to work for understanding. Possible interventions for future iterations are explored. [ABSTRACT FROM AUTHOR]

• Nested or hierarchical school- and center-based data benefit from HLM analysis. • School-level effects can moderate relations between student/classroom variables. • The presence of random effects can be identified without being measured. This paper highlights the importance of examining individual, classroom, and school-level variables simultaneously in early childhood education research. While it is well known that Hierarchical Linear Modeling (HLM) in school-based studies can be used to account for the clustering of students within classrooms or schools, less known is that HLM can use random effects to investigate how higher-level factors (e.g., effects that vary by school) moderate associations between lower-level factors. This possible moderation can be detected even if higher-level data are not collected. Despite this important use of HLM, a clear resource explaining how to test this type of effect is not available for early childhood researchers. This paper demonstrates this use of HLM by presenting three analytic examples using empirical early childhood education data. First, we review school-level effects literature and HLM concepts to provide the rationale for testing cross-level moderation effects in education research; next we do a short review of literature on the variables that will be used in our three examples (viz., teacher beliefs and student socioemotional behavior); next we describe the dataset that will be analyzed; and finally we guide the reader step-by-step through analyses that show the presence and absence of fixed effects of teacher beliefs on student social outcomes and the erroneous conclusions that can occur if school-level moderation (i.e., random effects) tests are excluded from analyses. This paper provides evidence for the importance of testing for how teachers and students impact each other as a function of school differences, shows how this can be accomplished, and highlights the need to examine random effects of clustering in educational models to ensure the full context is accounted for when predicting student outcomes. [ABSTRACT FROM AUTHOR]

The advent of Generative AI technologies, such as ChatGPT, in November 2022, necessitated immediate and critical attention from the educational research community. The impact of GenAI in education, though not yet clear, has the potential to be transformative. More specifically, the focus of this paper is on how to integrate GenAI into elementary literacy education. We, as teacher educators, aim to showcase how to prompt ChatGPT to generate high‐quality questions during a read‐aloud. We discuss the easy access teachers have to GenAI tools and stress the pivotal role they have in decision‐making. We encourage teachers to explore, learn, and understand how to work with GenAI tools to get the most out of it and thus facilitate their agency, teaching, and learning. [ABSTRACT FROM AUTHOR]

Education research has suggested that students who receive a wider variety of sensory inputs during the learning process will be able to make more connections and more deeply understand course content. To this end, three physical hands-on laboratory learning modules were designed for a computational numerical methods course to help students develop intuition for physical systems, to allow for a comparison of real data against numerical solutions of physics equations, and to increase student engagement. These modules were designed to reinforce specific topics covered in the numerical methods curriculum, including numerical differentiation and numerical solution of ordinary differential equations. Pre- and post-tests showed an increase in student knowledge after module completion. In addition, end-of-term surveys showed that a strong majority of students believed modules helped them visualize and understand key numerical methods concepts, and that most would be interested in learning new material with similar modules in the future. [ABSTRACT FROM AUTHOR]

This longitudinal multi-case study explored four early career teachers' attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments to implementing them, and attempted to implement them in contrasting inservice settings. A large and rich data corpus collected across 4 years included participant interviews, observations of participants' teaching practices, classroom artifacts, and interviews with participants' mentors. Findings illustrated novices' contrasting multi-year learning trajectories related to differentiation embedded within varied school settings. They also revealed the substantive role novices' shifting visions of the enactment of practice played in appropriating differentiation's pedagogical tools during their early careers. Recommendations for teacher educators who prepare teacher candidates to differentiate are provided. [ABSTRACT FROM AUTHOR]

Research has demonstrated that pre-service teachers (PSTs) can learn to notice students' thinking in sophisticated ways by analyzing videos of classroom interactions. What is less clear is how PSTs use what they notice about student thinking to inform how they respond. Secondary math and science PSTs from three teacher preparation programs were invited to analyze a video clip identifying noteworthy moments of student thinking and describing an instructional move they might make and why. A qualitative analysis of their responses indicates that the PSTs overwhelmingly noticed both the substance and the source of students' ideas. However, the patterns in their responses to these moments varied. These findings suggest that PSTs would benefit from spending more time unpacking what it means to respond to students' thinking. The study provides implications for teacher education with respect to the careful selection of classroom clips and tools to support novice teachers developing responsive teaching practices. [ABSTRACT FROM AUTHOR]

Phenomenography is a research tradition originating from research on students' studying and learning. The research methods of phenomenography have been discussed and criticized by many authors. There is a need for a presentation of the historical methodological foundation of phenomenography. The phenomenographic research methods are best understood as placed within the general research methodology and research approach of contextual analysis. The following description is directed to all interested in phenomenography and its methodological foundation. It is also directed to all interested in research methodology, especially in the fields of empirical educational and social science research. After a brief introduction, the common background of contextual analysis and phenomenography, and the origin and development of contextual analysis and phenomenography, are briefly outlined. Then, the methodological reflections and orientations in phenomenography, and the foundation of contextual analysis and phenomenography are presented. The article ends with a conclusion. [ABSTRACT FROM AUTHOR]

Biomedical research is currently benefiting from a technological revolution in which multiple forms of omics are permitting unprecedented characterization of molecular pathways. Likewise, medical device and Ai‐assisted technologies now make diagnoses and medical imaging more accurate. The field of education is also starting to embrace how technology can promote pedagogical development and student learning. But how will this landscape look like in 2050? With the premise that collaboration will be central to teaching and learning practices, that Together, Everything Can Happen (TECH), we examine the emerging trends and innovations in biomedical education, exploring how they will influence the field's evolution and shape future teaching practices in the coming years. [ABSTRACT FROM AUTHOR]

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Chile is a well-known country for its socio-economic and racial inequalities, especially in education. Despite it being prolific, research on educational inequalities has neglected the question about the persistence of colonial dynamics in the educational sphere and how the experience of colonisation has shaped contemporary social relations. Informed by the field of Decolonial Studies and by using institutional ethnography, this research sheds light onto the social (ruling) relations that sustain colonial continuities in the current Chilean school system. By starting from experiential accounts of Mapuche Indigenous educators who teach their ancestral language in the school system, this research provides evidence of an institutional apparatus sustaining forms of domination and reproduction of material and subjective inequalities. [ABSTRACT FROM AUTHOR]

This review was conducted in order to determine the specific role of intelligent technologies in the individual learning experience. The research work included consider articles published between 2014 and 2024, found in Web of Science, Scopus, and ERIC databases, and selected among 933 мarticles on the topic. Materials were checked for compliance with the criteria for headings, annotations and full texts and then further analyzed. The research study includes 38 review articles that were selected based on a rigorous evaluation and selection process in accordance with the PRISMA methodology and the AMSTAR2 critical assessment strategy. As a result of the analysis, it was found that the scope of application of intelligent technologies in individual education in research is diverse, and the results of articles on this topic are heterogeneous. The article identifies aspects of the effective use of intelligent technologies in education, emerging difficulties and limitations, as well as provides examples of successful implementation in various educational institutions. Although there are advantages to using smart technologies in education in general, we should not ignore what needs to be considered. On this point, the article presents the difficulties that arise when using intelligent technologies in education, and ways to prevent them. [ABSTRACT FROM AUTHOR]

Although the open access (OA) movement promised to make scholarly research more affordable and accessible, it has come with considerable cost to academic libraries, as libraries are called on to support OA initiatives alongside traditional subscriptions. This article examines the challenges academic libraries face in providing effective access to OA resources, presenting findings from a survey of librarians at R1 and R2 institutions in the United States. Findings reveal that unreliable metadata and linking problems top the list of challenges libraries face, leading to many libraries relying on vendors and traditional publishers to curate their OA holdings for them. [ABSTRACT FROM AUTHOR]

The Research Excellence Framework is the United Kingdom’s means of judging the quality of research produced in its universities and provides an indication of the ‘state of the art’ across subject disciplines. This paper reports on an examination of the submissions made to the Unit of Assessment for Education (UoA23), extracting outputs through relevant keywords. Religious education (RE) is a compulsory curriculum subject in all UK jurisdictions, but there have been ongoing concerns about the quality and range of its provision in schools. Furthermore, religion plays an important focus in educational contexts outside of RE classes given the increased diversity of the population. Through a thematic analysis of relevant submissions to REF 2021 UoA23, this paper reports on the key themes covered by the outputs submitted, to better understand the type of research relating to religion and education that is currently being undertaken in UK universities. The paper raises questions about the future agenda for research on RE and religion in education contexts, and the need to align with any national strategies to address concerns about its future. [ABSTRACT FROM AUTHOR]

Background: Competency-Based Medical Education (CBME) aims to align educational outcomes with the demands of modern healthcare. Entrustable Professional Activities (EPAs) serve as key tools for feedback and professional development within CBME. With the growing body of literature on EPAs, there is a need to synthesize existing research on stakeholders' experiences and perceptions to enhance understanding of the implementation and impact of EPAs. In this synthesis, we will address the following research questions: How are Entrustable Professional Activities experienced and perceived by stakeholders in various healthcare settings, and what specific challenges and successes do they encounter during their implementation? Methods: Using Thomas and Harden's thematic synthesis method, we will systematically review and integrate findings from qualitative and mixed-methods research on EPAs. The process includes a purposive literature search, assessment of evidence quality, data extraction, and synthesis to combine descriptive and analytical themes. Discussion: This study aims to provide insights into the use of EPAs for competency-based education, reflecting diverse contexts and viewpoints, and identifying literature gaps. The outcomes will guide curriculum and policy development, improve educational practices, and set future research directions, ultimately aligning CBME with clinical realities. Trial Registration: Not required. [ABSTRACT FROM AUTHOR]

Rooted in a desire to conduct ethical research with Indigenous People rather than on them, this autoethnographic document-based case study relies on anti-colonial praxis and places the Navajo and non-Navajo perspectives of two researchers navigating the Navajo Nation Human Research Review Board’s (NNHRRB) processes for conducting human subjects research within Kirkness and Barnhardt’s (1991) “Four Rs” framework of respect, relevance, reciprocity, and responsibility. This case analyzes and presents thematic assertions drawn from entries of both authors’ reflective journals they kept while working through the NNHRRB’s process for conducting research. Research findings promise to help other researchers develop research ethics and promote sovereignty for Tribes and Indigenous communities. [ABSTRACT FROM AUTHOR]

Background: The term "nontraditional students" (NTS) is widely used in higher education research, but its definition varies across studies. Objectives: This systematic literature review aims to examine how researchers define NTS in U.S.-based studies and identify potential definitional issues. Methods: We conducted a systematic review following PRISMA guidelines, searching EBSCO databases (Education Research Complete, Education Full Text, and ERIC) for peer-reviewed articles published between 2018 and 2022. We analyzed 65 papers that met our inclusion criteria to assess the definitions used for NTS. In this systematic literature review we focus on the definitional issues related to how researchers use the term nontraditional students in US-based studies. We review 65 papers from search results containing 432 papers to understand how researchers define nontraditional students. Of the 65 papers reviewed fully, 33 papers included a specific definition of nontraditional students, 15 included an unspecified definition of nontraditional students, and 17 papers did not include a clear definition at all. Our work suggests that researchers use a clearer definition, such as from the NCES, to define nontraditional students and focus their attention on the seven categories given by NCES. [ABSTRACT FROM AUTHOR]

As robotics become increasingly present in about every area of the human daily life scheme, their presence in the educational world has become increasingly common, especially with regard to earlier stages and in relation to disciplines framed within the Science, Technology, Engineering, and Mathematics (STEM) concept, given its innate links to these programmable companions. Consequentially, the main objective of this study is to analyze the evolution in time of robotic learning mediation of STEM-based teaching and learning in the Primary Education stage. To achieve this objective, a systematic review of the literature and a meta-analysis were conducted to retrieve experiences of interest (n = 13; n = 8). The present study indicates that, despite certain hiatuses, this educational research field has been of global increasing interest, implementing a variety of robotic-related products that, in the end, have been reported to cause a moderate benefit regarding the acquisition and strengthening of STEM competences. Future research lines are discussed, pointing to the urgent need to establish a framework of reference for didactic planning around these resources in order to extend their use to every potential teacher in the target stage. [ABSTRACT FROM AUTHOR]

Teamwork is a critical learning outcome for engineering graduates. Due to the increasingly globalised nature of the engineering workforce and engineering education, more work is needed to integrate cross-cultural perspectives into the study of teamwork in engineering education research. With the largest engineering student population in the world, China represents a particularly important case. This study involved an exploratory, systematic literature review on how effective teamwork has been conceptualised among Chinese engineering educators. Chinese journal articles were sourced from the China National Knowledge Infrastructure (CNKI) website. The analysis identified five themes regarding the conceptualisation of teamwork among Chinese engineering educators, namely, principles for formulating teams, the collective sense of honour, clarification of individuals’ strengths, a comprehensive understanding of diverse team roles, and the integration of cooperation and competition. [ABSTRACT FROM AUTHOR]

The Progress Test (PT) is a valuable tool for the continuous assessment of medical students' learning. This quantitative, cross-sectional study aimed to understand the perceptions of 908 medical students (702 from a private and 206 from a public institution) in São Paulo, Brazil, regarding the design and implementation of PT. Analysis included descriptive statistics, Spearman's correlation, Pearson's Chi-square test, and Fisher's exact test. Results revealed a strong positive correlation between academic progression and expected PT performance. Students from both institutions positively perceived PT construction and received adequate information about its importance. Significant differences were observed between institutions regarding classroom discussion of PT questions and content adequacy. The study highlights PT's strengths and challenges, emphasizing the need for curriculum alignment, individualized feedback, and strategies to enhance student motivation. It contributes to the field of medical education assessment by providing insights for improving PT implementation and effectiveness. Future research directions include exploring stakeholder perspectives, conducting longitudinal studies, and examining PT's impact across diverse educational contexts.This research underscores the value of student perspectives in developing effective assessment practices, supporting the evolution of competent medical professionals through meaningful educational strategies. [ABSTRACT FROM AUTHOR]

The main objective of this qualitative analysis is to increase the quality of Traditional Chinese Medicine (TCM) research education. Subject matter experts and stakeholders were sent a list of possible topics to include in a research course and were asked to comment on it, add or subtract topics, and suggest appropriate research papers to use, lessons learned in their topic areas and possible stand-alone topics for inclusion in other courses. Their feedback was used to revise the topic list, create a list of foundational research papers to include in a research course and devise a list of stand-alone topics that could be included in the general TCM research curriculum. The result is a TCM research course curriculum that will improve the teaching of evidence-based medicine (EBM) practices to TCM students. This will help TCM faculty and program directors improve existing courses, develop new courses and strengthen EBM education. [ABSTRACT FROM AUTHOR]

Background Aims Sample Methods Results Conclusions Cognitive load theory is widely used in educational research and instructional design, which relies heavily on conceptual constructs and measurement instruments of cognitive load. Due to its implicit nature, cognitive load is usually measured by other related instruments, such as commonly‐used self‐report scales of mental effort or task difficulty. However, these concepts are different in nature, as they emphasize distinct perspectives on cognitive processing. In addition, real‐world learning is more complex than simplified experimental conditions. Simply assuming that these variables will change in a monotonic way with workload may be misleading.This study aims to examine whether these measures are consistent with each other, and to discover the neurophysiological basis underlying the potential discrepancy.The study collected data in both a real‐world (Study 1, 22 high school students in 13 math classes) and a laboratory setting (Study 2, 30 students in 6 lab‐based math tasks).In addition to self‐report measures, the study also collected multimodal neurophysiological data, such as electroencephalography (EEG), electrodermal activity (EDA), and photoplethysmography (PPG).The results show that although the difficulty level can be perceived with difficulty ratings, it does not lead to the corresponding level of mental effort. Only within an appropriate level of load, can we observe a positive correlation between self‐report difficulty and mental effort. Neurophysiological evidence also supports the conceptual discrepancies and group differences, indicating distinct neurophysiological mechanisms underlying these ‘similar’ constructs.These findings also emphasize the need for combining these concepts to better evaluate students' cognitive load. [ABSTRACT FROM AUTHOR]

Associations among self-efficacy, intrinsic motivation, and instructional methodologies fundamentally determine the success of skill acquisition within educational frameworks. This study assessed the impact of inquiry-based and computational thinking pedagogies on the outcomes among 132 students from two universities in Enugu State. The study adopted a quasi-experimental design using five instruments to assess students’ experiences. Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping via the PROCESS macro were employed to test hypotheses and examine the relationship between student engagement and achievement. The study found that inquiry-based and computational thinking pedagogies improved achievement and retention, with ability, belief and intrinsic motivation as mediators. This study contributed to extant literature by integrating the mediators into computational thinking and inquiry-based learning, presenting a groundbreaking framework that enhances critical skills acquisition in Nigerian universities. The study recommended integrating these methods into Nigerian university frameworks to enhance students’ academic achievement, retention, and critical skills acquisition. [ABSTRACT FROM AUTHOR]

This scoping review examines the trends and themes of teacher education research in the specific educational context of Finland. It focuses on peer-reviewed studies published between 2011 and 2021, including empirical data collected from students in Finnish teacher education programmes. The first objective was to analyse the trends in the research volume, research methods and designs and impact regarding the publication channels used. The second objective was to examine the themes via thematic categorisation guided by a conceptual framework, The Multidimensional Adapted Process Model of Teaching. A total of 258 articles were identified in the databases and through manual searches of peer-reviewed journals. The results revealed a notable increase in the number of studies over a 10-year period and an increase in the relative impact, as indicated by the impact factors of the journals in which the studies were published. The study designs were characterised by relatively small samples, cross-sectional designs and qualitative methods. The most predominant thematic categories consisted of studies focusing on the professional development of student teachers; their professional beliefs, values and ethics; and their teacher identities. Some competence domains, such as teacher resilience, communication, argumentation and reasoning skills as well as personal dispositions were less frequently a focus. The findings suggest a need to expand the diversity of research methods and designs to advance the field and further develop teacher education research. [ABSTRACT FROM AUTHOR]

In this systematic review our purpose was to explore how Norbert Elias’s figurational sociology, amounting to 18 volumes of his collective works, has advanced understanding of PE, in both theory and practice. We had two objectives. First, to identify where in the existing research literature figurational sociology has been applied to make sense of PE. Second, to outline how others may apply figurational sociology in their PE research in ways more consistent with Elias’s approach: in more rigorous, less ‘fantastical’ ways, that do his theories greater justice. We used six electronic databases and a manual Google Scholar follow-up. Initially 388 articles were identified, and then reduced to 55 for full text screening. From those, 12 were excluded for failing to meet our inclusion criteria, resulting in a final 43 articles. In analysing these papers, we grouped them into ‘low’ (12 articles), ‘medium’ (17) and ‘high’ (14) categories, according to the depth with which authors drew upon figurational sociology. We found wide usage of how Elias’s approach, ranging from superficial application and understanding by authors, where studies could have been completed more or less without its use, to where it was employed with the depth Elias would have intended. We conclude by suggesting figurational sociology has much to offer in helping us understand social issues in PE, noting its use is sporadic across the global PE academic community, either because scholars are unaware of its illuminating potential, or because they have adopted alternative sociological approaches. Rather than advocate an ‘either-or’ approach for understanding of PE, we refer to Elias’s call for a ‘central theory,’ where sociologists should collectively seek to realise some of the synthetic ambitions of classical sociology. [ABSTRACT FROM AUTHOR]

Effectively supporting students in mastering all facets of self-regulated learning is a central aim of teachers and educational researchers. Prior research could demonstrate that formative feedback is an effective way to support students during self-regulated learning. In this light, we propose the application of Large Language Models (LLMs) to guide students towards problem-solving through formative feedback. We present LEAP, a novel platform that utilizes advanced LLMs, such as GPT-4o. LEAP empowers teachers with the ability to effectively pre-prompt and assign tasks to the LLM, resulting in formative feedback that stimulates students' cognitive and metacognitive processes, thereby enhancing self-regulated learning. We demonstrate that a systematic prompt design can provide a wide range of types of scaffolds to students. These scaffolds, which are rooted in educational research, include sense-making, elaboration, self-explanation, partial task-solution scaffolds, as well as metacognitive and motivational scaffolds. Through this approach, we emphasize the critical importance of synchronizing educational technological advances with empirical research and theoretical frameworks. This alignment could potentially ensures the positive and effective application of LLMs in the educational landscape. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and purpose: The significance of educational theses and their contribution to addressing societal needs is widely recognized. A considerable amount of research is conducted through student theses, which serve both educational and research objectives. The thesis, in this context, encompasses a hidden curriculum that requires the teaching of research skills and the management of educational opportunities to achieve these goals. In this regard, the Department of Medical Nanotechnology at Mazandaran University of Medical Sciences implemented an educational program aimed at fostering demand-oriented research in the form of a master's thesis. This study utilized components of the lifelong learning approach and the steps of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for educational design. By integrating these frameworks, the program aimed to enhance both demand-oriented research and the development of lifelong learning competencies in students. The purpose of this study was to assess the effectiveness of this program from the perspective of master's students in nanotechnology. Materials and methods: This study employed a conventional qualitative method of content analysis, combined with an action research approach, to gather data. The primary data collection tool was individual semi-structured interviews conducted with master's students. Results: An analysis of the participants' comments revealed that the majority expressed satisfaction with the implementation of the program, using terms such as "suitability of the strategy", "attention to societal needs", "creation of job opportunities" and "focus on students". Based on the data, the learners' responses were categorized into four main themes and nine subthemes. Conclusion: From the students' perspective, this program has proven to be both useful and practical in preparing them for their future careers. They highlighted its key benefits, including enhancing critical thinking, motivating and fostering creativity, and facilitating communication with various institutions within the target market. [ABSTRACT FROM AUTHOR]

Self-study research challenges professionals to closely examine their practices, the decisions and actions that shape them, and their commitment to their own development. Focusing on the self is not about navel-gazing but deepening professional learning to better serve others. We are three teacher educators from research-intensive institutions who have collaborated for over ten years, integrating the arts into self-study methodology to address critical educational challenges in South Africa. This study employed a multilayered approach to explore how and why arts-inspired collaborative self-study as a mode of professional learning both sustains our engagement and motivates us to do more as teacher educators and researchers. Our data sources were a) three published articles demonstrating our self-study research, b) rich pictures we each produced to answer our research questions, and c) voice notes elucidating our drawings. Data analysis involved crafting a collective poem using words and phrases extracted from tweets based on the voice notes. Combining multiple data sources with creative representation and analysis enabled us to depict and view our professional learning in various forms. Dialoguing with each other and critical friends, followed by poetic feedback from a diverse group of conference attendees, expanded our insights. Our creative interactions demonstrated the professional and methodological merit of inviting many perspectives and approaches to self-study. Multiple viewpoints and inventive methods increase self-study research’s potential for enriching professional learning within a creative and resourceful community. [ABSTRACT FROM AUTHOR]

Recent research in the field of education studies has raised concerns about anthropocentric discourses and methods regarding materiality. Creating new pedagogical approaches and practices to advance cultural and material understanding is the key objective for scholars and educators. This article demonstrates how the collection of self-taken digital photographs of stones activated a researcher for educational thinking process, and it does this methodologically by using situated writing and digital photographs as co-thinkers. The main task is to explore the meaning of blurred relationships of material worlds by asking especially what stones, and especially children's interest towards stones, can teach us, what they can remind us of, and how they may help us reflect on education and growth as a celebration of open approaches and critical reconsiderations in order to deflect the focus away from anthropocentric subjectivity. The aim is to produce a novel contribution and a situated writing sample of not representing world and education but encountering them anew and being part of its process, connecting things that are not typically connected. [ABSTRACT FROM AUTHOR]

AHP and Conjoint analysis methods are used to determine the priorities and preferences of groups or individuals in the decision-making process. These methods provide predictive results in many fields such as economics, politics, and environmental sciences. Multi-criteria decision-making methods have the potential to produce effective results in educational research where priorities and preferences, such as perceptions, attitudes, and beliefs, are in question. This study aims to determine the characteristics that teachers seek in a good mathematics problem and the features of problems they prefer in classroom practice, using AHP and Conjoint analysis. In this context, it is aimed to contribute to the literature in two areas. Firstly, to introduce AHP and Conjoint analysis, that are not yet widely used in educational research. Secondly, to examine the consistency between the characteristics sought in a good mathematics problem and the problems preferred in classroom practice. The study involved 35 mathematics teachers who were asked to provide data using pairwise comparison forms for AHP analysis and full profile cards for Conjoint analysis. The results indicate that there are differences between the priorities that teachers consider when defining a good problem and their problem preferences in classroom practice. According to AHP results, teachers determine the qualities of a good problem, functional features are ranked first, and physical features are ranked last. In contrast, when it comes to their problem preferences in classroom practice, solution-oriented features are ranked first, and physical features are ranked second through conjoint analysis results. This study demonstrates the applicability of AHP and conjoint analysis in educational research. [ABSTRACT FROM AUTHOR]

This study looked at titles of research papers on educational technology that were published between 1927 and 2023 using computational text analysis. To map research trends, metrics for technology terminology use, network complexity, and knowledge updating rates were used. The findings showed that, despite some fluctuations, titles have become more technologically diverse and interconnected over time, indicating a greater emphasis on technology and interdisciplinarity. Escalating title complexity was visualized using network analysis. Citation patterns revealed that science/engineering and educational technology both update knowledge at comparable rates. This computational analysis shows how the fields of education and technology have been evolving together over time, giving historical context to understand current trends. The study shows how to use data science techniques to map the dynamics of research within a practical domain that connects technology and practice. [ABSTRACT FROM AUTHOR]

Based on the Expectation Confirmation Model (ECM), this study explores the impact of perceived educational and emotional support on university students' continuance intention to engage in e-learning. Researchers conducted a survey using structured questionnaires among 368 university students from three universities in Jiangxi Province. They measured their self-reported responses on six constructs: perceived educational support, perceived emotional support, perceived usefulness, confirmation, satisfaction, and continuance intention. The relationships between predictors and continuance intention, characterized by non-compensatory and non-linear dynamics, were analyzed using Structural Equation Modeling combined with Artificial Neural Networks. Apart from the direct effects of perceived educational and emotional support on perceived usefulness being non-significant, all other hypotheses were confirmed. Furthermore, according to the normalized importance derived from the multilayer perceptron analysis, satisfaction was identified as the most critical predictor (100%), followed by confirmation (29.9%), perceived usefulness (28.3%), perceived educational support (22.6%), and perceived emotional support (21.6%). These constructs explained 62.1% of the total variance in the students' continuance intention to engage in e-learning. This study utilized a two-stage analytical approach, enhancing the depth and accuracy of data processing and expanding the methodological scope of research in educational technology. The findings of this study contribute to the United Nations' Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. It provides direction for future research in different environmental and cultural contexts. [ABSTRACT FROM AUTHOR]

Introduction: The rapid development of software tools to assist systematic reviewers has led to varying degrees of adoption and selection among researchers. However, the actual usage patterns of these tools, their preferred features, and the criteria for selecting the most suitable tools remain unclear. Methods: To understand these aspects, we collected 175 responses from researchers across different continents. Results: In terms of handsearching, despite new tools developed, our findings reveal that manual handsearching remains prevalent among more than half of the participants. Databases are the most popular tools for citation searching, followed by citation management tools and spreadsheets. This reliance on citation management tools and spreadsheets is concerning as they are not specifically designed for systematic reviews. The primary factors influencing tool selection are the research environment and ease of use. Barriers stopping researchers from adopting alternative tools include limited awareness, challenges in learning new tools, and the financial costs associated with acquiring licenses. Moreover, researchers located in Europe show greater familiarity with a wider range of tools compared to their North American counterparts. Discussion: This preregistered study contributes valuable insights into the tool usage patterns of education researchers, emphasizing the importance of promoting awareness and facilitating the broader adoption of existing tools. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile devices are ubiquitous, but their potential for adaptive educational interventions remains largely untapped. We identify three key promises of mobile interventions for educational research and practice: 1) intervening when it is most beneficial (i.e., "just-in-time adaptivity"), 2) estimating causal effects of interventions in ecologically valid settings, 3) considering the impact of context on the effectiveness of interventions. We discuss the challenges and next steps to advance this field. [ABSTRACT FROM AUTHOR]