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This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West's more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.

This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated.

Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aimed to investigate their understandings of feedback, its enactment within the doctoral process, and broader feedback inputs beyond the supervisor. Data were analyzed through reflexive thematic analysis and trustworthiness was enhanced through a member checking focus group with a sub-set of four of the interviewees. The analysis is informed by sociocultural theory with emphasis on co-construction of insights between supervisors and doctoral students. The findings highlight supervisors' understandings of feedback as comments, interaction and follow-up; and authentic feedback generated from presenting at conferences or submitting to journals. A contribution of the paper lies in bringing to bear conceptual insights from feedback research in undergraduate education to inform feedback in doctoral supervision. We deploy the concept of authentic feedback, practices that resemble those of the relevant workplace, to demonstrate how journal peer review facilitates the socialization of doctoral students into academic publishing norms. Key supervisor roles lie in guiding the enactment of responses to peer review, and supporting the development of resilience. Proposed features of supervisors' feedback literacy include sociocultural-based dialogue and co-construction, emphasis on the enactment of feedback and working with authentic feedback of different forms.

Successful honors programs inspire and sustain a vibrant and committed faculty. This essay presents an established honors program which demonstrates, through varied faculty commitments over time, honors as a valuable asset in identifying, recruiting, supporting, and rewarding a strong, creative, loyal faculty that benefits the entire institution. Authors suggest multiple ways for establishing and nurturing the kinds of relationships that enhance both honors and its dedicated faculty. Leveraging honors for professional growth and pedagogical development, these include the design of interdisciplinary courses and special seminars, mentoring of student projects, engaging in study-travel ventures, winning distinguished awards, serving on important committees, earning academic grants, and presenting at conferences. As exemplified in its long and rich history, honors continues to be an incubating space for faculty development and student success.

It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The "lack of experience" and "lack of confidence" are key variables that heighten anxiety which can impact the effectiveness of presentations. "Process anxiety" was positively associated with presentation effectiveness whereas "performance anxiety" was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.

The diversity and advance of information, communication, and analytical technologies and their increasing adoption to assist instruction and learning give rise to various technology-driven conferences (e.g., artificial intelligence in education) in educational technology. Previous reviews on educational technology commonly focused on journal articles while seldom including mainstream conference papers which also contribute to an important part of scientific output in computer science and emerging disciplines like educational technology and are equally and even more important than articles in knowledge transmission. Hence, conference papers should also be included in bibliometric studies to produce a complete and precise picture of scientific production concerning educational technology. This study, therefore, uses bibliometrics and topic modeling to analyze papers from mainstream conferences, including Artificial Intelligence in Education, Learning Analytics and Knowledge, Educational Data Mining, Intelligent Tutoring System, and Learning at Scale, focusing on contributors, collaborations, and particularly research topics and topic evolutions to inform relevant stakeholders about educational technology's development and its future. Results indicate promising areas like affective computing and behavior mining for adaptive instruction, recommender systems in personalized learning recommendations, eye-tracking for cognitive process diagnosis, videos for feedback provision, and natural language processing in discourse analysis and language education.

Course-based undergraduate research experiences (CUREs) provide an efficient mechanism to provide many students with an original research project. CUREs often culminate in a capstone poster presentation, but reports on these classes usually focus on the preparation and execution of the project rather than communication of the results. This article summarizes a CURE-associated research seminar that focuses on developing the communication and interpersonal skills required for the production and presentation of a conference poster. The class is designed to provide students with the tools and confidence for effective communication of their research. From the two class offerings to date, the 18 participating students have received five awards from 19 conference presentations.

The general purpose of this study is to conduct a content study on 'computer' and 'educational technologies' research and trends between 2016 and 2020. The topics were evaluated according to years, universities of the authors, citations, keywords, document type, source, sponsors and publication languages. The articles examined in the research include keywords related to 'computer' and 'instructional technologies' between 2016 and 2020; 1,798 articles obtained by scanning the Scopus database according to the title, keywords and summary of the articles were examined. When the results of the study were examined, it was concluded that English, which is the universal language, is very common; the researches are mostly published as 'conference papers' and the most used keyword in the study is 'Computer Science'. In addition, it has been concluded that computer science is the basis of educational technologies in recent years. Similar content analysis studies may be recommended for other software used in computer training.

The number of ELT doctoral dissertations is growing every year, and these are great sources to spot the leading research trends and the research gaps in the field. Previous studies have been conducted to explore research trends in Turkey, accordingly journal articles and conference proceedings were examined. However, little research has aimed to investigate doctoral dissertations. As the number of graduates increases every year, a current study exploring the research trends of ELT in Turkey is needed. Therefore, the present research aims to fill this gap by examining 252 doctoral dissertations published between 2010 and 2020. Content analysis was conducted on the titles and abstract parts of the dissertations and then, coding was applied with the help of a priori codes suggested by the relevant literature. Findings have suggested that Teacher Professional Development is the leading research topic while Culture, Social, and Gender Issues are found to be under-researched. The results imply that these areas need improvements on both local and global scales. In light of the findings, further research in certain areas is suggested for local researchers.

This paper considers a twelve-year period (2008-2019) and examines to what extent conference presentations and journal publications from three leading literacy and language professional organizations addressed the topic of climate change. Despite it being perhaps the most significant "mega-problem" of the 21st century (Martin, 2007), findings from this study demonstrate that climate change was largely invisible across the thousands of presentations and publications in this data set. It is time literacy and language educators and corresponding professional associations reckon with this troubling reality.

The main objective of this study is to evaluate Citizenship Education (CE) literature through systematic bibliometric analysis. The science mapping method was conducted to analyze data. Because CE is also studied with the names of social studies and civic education in the literature, articles related to these topics were included in the study. 4029 articles and proceeding papers that were obtained from the WoS database were analyzed. As a result of the study, it was revealed that number of publications has been dramatically increased in recent years. Moreover, Theory and Research in Social Education Journal was found as the most relevant source in terms of number of publications about CE. Furthermore, the study conducted by Westheimer and Kahne in 2004 was determined as the most influential source that has the most citations per year in the field. Finally, it was found that USA and UK are the most productive, most cited, and most collaborative countries in terms of scientific publications.

Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

The concepts, premises, and promises of inclusive schooling as a global movement crystallized at UNESCO's 1994 World Conference on Special Needs Education in Salamanca. Despite their marked influence over the past 25 years, the Salamanca documents also ushered in a set of continuing challenges. Using the documents as a departure point, this paper addresses three main areas: UNESCO's role in erecting an architecture for inclusive schooling; core issues that arose in the Salamanca documents, particularly relating to contentious debates about the audience for inclusive schooling; and continuing issues in interpreting the Salamanca directions.

This article presents a possible framework for the cooperation of mathematics and physics education research domains. Moreover, the potential topics for such a scientific collaboration are explained by means of a structuring qualitative content analysis of current handbooks and conference proceedings in Germany and Vietnam. These topics can form a basis for further projects on the connection of subject-related didactics. One of these projects is an interdisciplinary course in teacher training at the Hanoi National University of Education (HNUE) as part of the Inter TeTra project between the HNUE and the University of Siegen.

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.

The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.

Following Swales' (1990) influential study on research article (RA) introductions, some attention has increasingly been paid to other rhetorical units of both expert and learners' writing, including titles. A key and effective discursive means through which titles are constructed and presented is the syntactic configuration. The present study, thus, investigates the syntactic structures employed by authors of conference paper titles (CPTs) in Applied Linguistics. A qualitative content analysis was employed to study a corpus of 592 CPTs from a popular conference for researchers, scholars, and practitioners of Applied Linguistics worldwide, supported by some descriptive statistics. The analysis of the data of the study identified three main title styles: Single Unit Title, Compound Unit Title, and Complex Unit Title. The analysis showed that, out of these three title styles, Compound Unit Titles were preferred by researchers. Further, the colon was the dominantly used punctuation mark in separating the components of Compound Unit titles. The final point was that authors preferred prepositional phrases in the post modification of the noun phrase structure of CPTs. The findings of this study have implications for the scholarship on titlelogy, academic writing pedagogy as well as further research.

The study develops and presents a concept of Virtual Internationalization (VI) in higher education, which refers to internationalization implemented using information and communications technology (ICT). VI is contextualized with the inclusiveness of international experiences and with external challenges to internationalization (posed, for example, by the COVID-19 pandemic). Conceived as an institution-spanning concept, VI is developed from the ACE-CIGE model of Comprehensive Internationalization. It is inferred from actual practice based on a content analysis of conference abstracts from relevant fields, employing coding and computer-assisted text analysis (CATA). Based on the findings, the VI concept includes "strategies and articulated institutional commitment" as a transversal category and "online and distance education" (ODE) as an additional category in contrast to the concept of Comprehensive Internationalization. This research furthermore considers two dimensions of VI: one that is directly internationalization-related and the other concerned with broader aims of the combination of the virtual and the international. It concludes with a perspective on a "new normal" of hybrid internationalization in higher education.

Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students' brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students' creativity.

While the conference abstract is not the only important factor in determining acceptance or rejection to present at a conference, it is probably the most significant one. No matter how timely and relevant your intended presentation might be, if your conference abstract does not show that you have a proposal worth presenting, you risk not having your proposal accepted. In the article, the author does the following: (1) explain what the conference abstract is; (2) go over challenges of writing a conference abstract; (3) offer suggestions for preparing to write; (4) outline common requirements; a (5) provide an overview and samples of the common parts of the conference abstract; (6) offer a checklist for reviewing the conference abstract; and (6) explain the promissory abstract. Her hope is that readers will finish the article with an understanding of conference abstracts and a clearer sense of how to write them effectively.

This paper is based on a study that examined authorship and collaborative research among scholars in Open and Distance Learning (ODL) institutions with a focus on prospects for Africa. The study involved intensive documentary desk review of conference book of abstracts and conference proceedings to examine authorship and collaborative research. The study reviewed a total of 10 conference books of abstracts and proceedings organized or hosted by universities including ODL institutions in Africa. Descriptive statistics were used to summarise some thematic areas of interest. It is revealed in this paper that authorship in terms of co-authorship is high in some conferences but low in others in relation to collaborative research. Furthermore, authorship between two scholars was higher compared to three or more authors in collaborative research. This implies that co-authorship is trending in relation to collaborative research thus raising collaboration prospects for Africa. It is therefore recommended that ODL scholars should be encouraged to do more co-author publications from collaborative research in order to promote teamwork and comparative studies in knowledge production for socio-economic development relevant for Africa and beyond.

The Thirteenth Meeting of the International Congress on Mathematical Education (ICME-13) convened in Hamburg, Germany, in July, 2016. There were two Topic Study Groups (TSGs) dedicated exclusively to adult learners and the authors of this paper served on the organizing committees of these groups. Arrangements were made by the congress committee for the publication of peer-reviewed papers from each TSG by Springer International Publishing AG in a series of edited books. In this paper we focus on our experiences as editors of the monographs resulting from our two TSGs.

LAK-18, the 8th International Conference on Learning Analytics and Knowledge, was hosted by the University of Sydney, Australia, from March 5 to 9, 2018. Traditionally, authors of papers that have received high scores through the review process of the conference are invited to extend their paper and submit it for a special issue of this journal. The chairs of LAK-18 have adopted a double-blind review process that has proven useful in maintaining the technical quality of the conference. Papers submitted to the special issue undergo a rigorous review process that is blind only, not double-blind, as a shorter version of the paper has been already published. The theme for LAK-18 was "Towards User-Centred Analytics". Though several of the papers receiving high scores in the review process explicitly dealt with this issue, it has been decided to devote a complete special issue of the journal to this theme and invite those papers in this special issue to come. Thus, the present special issue LAK-18 covers a broad range of themes, which reflect well the diversity and the vibrancy of the community, but excludes User-Centred Analytics. This editorial describes the story behind this special issue. This story begins with the contributions submitted to the conference and finishes with a short introduction to the papers in this issue. The two first episodes of the story, contribution type and country, include both tracks, research and practitioner. The reminder episodes refer only to the research track.

Conferences are generally felt to facilitate knowledge exchange and interactions between delegates, and to support formative higher education and continued professional education. However, the motivations and needs of conference delegates are sparsely researched and subjective in nature. This paper presents a mixed method analysis of the needs and motivations of the delegates of academic, scientific and professional (ASP) conferences. A series of 16 mixed method expert interviews were conducted with a randomly selected international sample of established academic faculty. The results were cross-referenced with the findings of a preceding pilot survey (n = 37) that included student as well as established researchers. When examined together, the research shows that whilst ASP delegate needs and expectations seem to be met on a superficial level, delegates are divided as to the long-term worth and benefit of conferences, particularly when they consider how their activities and contributions were viewed and appreciated by others. Although the empirical findings are representative of the participants? perceptions of conferences, they offer an advancement on the opinion-based literature on conference motivations. Importantly, this research helps to explain why delegates hold mixed perceptions of conferences, and identifies key areas where added value is needed to meet contemporary delegate need.

This is the last of three studies designed to assess the interchange between the geography education community, the larger geography field, and other disciplines. Our previous studies have examined citation patterns between geography education journals and quantified whether a paradigm shift was occurring from a focus on strategies and methods towards understanding the learning and teaching process. Further, we wanted to know "who are we listening to?" The answer is that while we were listening to ourselves (geography education), our scholars were incorporating knowledge, ideas, and perspectives from the larger geography community and importantly from academicians and professionals trained in pedagogy and education theories. This study asks the question, "who is listening to us?" Our results indicate that education scholars are actually reading our publications. There were distinct lines of communication between those from geography education and the disciplines of education that permeate journals, books, conference proceedings, theses and dissertations, and other outlets (i.e. reports, blogs, wikis).

While many researchers have studied teacher leaders, a corresponding field of research on teacher leadership has been slow to develop. This narrative account charts our strategic efforts to build a community of scholars capable of strengthening teacher leadership as a field of study. It documents the parallel development of two entities, the Teacher Leadership Congress, a grassroots movement, and Division K, Section 2, a formal, institutional structure embedded within the American Educational Research Association. Using a community of practice lens (Wenger, 1998), we examine the ways in which these two entities complemented each other and galvanized a collection of individuals into a research community. We found that coordination between the Teacher Leadership Congress and Division K has resulted in a professional community that has facilitated co-construction of new understandings and identities, furthered teacher leadership research, and enhanced researchers' capacities to guide practice in ways that are urgently needed.

The purpose of this study was to determine whether the scholarly productivity of Black Ph.D. students is affected by institutional type, psychological well-being, and social support. Results from this study showed that none of those factors alone were significant predictors of any of the scholarly productivity outcomes. However, together the three factors predicted student publications. In addition, two of the background variables were also found to significantly predict a Ph.D. student's publications: time in program and the presence of a formal scholarly productivity program. This study is an important component of understanding the pipeline of Black students from Ph.D. programs to the professoriate and presents recommendations to strengthen the academy.

This article explores how a Midwestern Christian university's doctoral program aligns an authentic assessment process of evaluation, in lieu of comprehensive exams, with the university's tag line to "Shape Lives that Shape the World." The process of assessing "authentically" comes from the belief that evaluating students on skills they enact outside of the classroom will better reflect what they need to master for their chosen field or vocation. The implementation of the benchmark system of assessments was constructed with intentionality to foster and evaluate growth in six program outcomes, with intellectual ability actualized in a real-world context and to model the values reflected in the Christian faith. Although comprehensive exams, or "comps," are a staple of many doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study, literature reviewed on the benefits/challenges of comps reflects a theme questioning the true assessment value of these exams. The authors share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both the content and skills they learn and practice in their program, while propelling them forward into the field of scholarship. Through these authentic assessments, doctoral students are shaping not only their lives, but also the lives of those they touch through their doctoral work.

Background: A diverse range of opportunities for high school students to undertake Independent Research Projects (IRPs) in science and this is a beneficial aspect of high school science provision. In Higher Education, the importance of students undertaking research as part of their learning, including presenting at authentic, academic conferences, is increasingly recognised. Purpose: To date, research has little considered the experiences of high school students who present their scientific research at conferences, to audiences of academics and peers, and this study seeks to contribute to understanding in this area. Sample: Twenty seven high school science students from four state-maintained schools. Design and methods: This qualitative research incorporates the 'Students as Partners' (SaP) approach. SaP is present in the ways in which teachers and students worked in research and in contributing to authentic conferences. SaP is also reflected in the composition of the author team of this article; the first author worked for the organisation that delivered the conferences, the second author was a school student who participated in a focus group, having previously presented her research at one of these conferences, and the third author is based in a higher education institution. Student experiences were shared through five focus groups held at the students' schools and thematic analysis was used to explore these experiences. Results: High school students benefit from the opportunity to present their research at academic conferences, but they need support and guidance in the pre-conference and post-conference phases as well as at the conference to gain the most from the experience. Conclusion: Future research must consider the ways in which students from under-represented groups can be supported to view IRPs and presenting research at conferences as opportunities that are open to them if these opportunities are to be genuinely open to all students.