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In learning mathematics in the 21st century and after the COVID-19 pandemic, a multimodal role in the process of drawing conclusions involving mathematical symbols or signs is very much needed. This process is called multimodal semiotic reasoning. This research aims to study the literature on multimodal semiotic reasoning research articles. Until April 2023, there were 32 articles on the keyword multimodal semiotic reasoning with the subject of mathematics in the Scopus, Science Direct, and ERIC databases. Furthermore, it is identified based on a) suitability of criteria; b) the similarity of the articles in the three databases. Finally obtained 24 articles that meet the requirements for further research. A literature review on multimodal semiotic reasoning is explored based on a) kinds of mathematical reasoning involving symbols and signs using multimodal, b) multimodal used in research, c) the most researched mathematical concepts and the mathematization process that occurs, d) the role of multimodal semiotic reasoning in mathematics education. The results showed that a) the most dominant type of mathematical reasoning involving objects, symbols, and signs using multimodal was Algorithmic Reasoning (AR), b) the most multimodal source was verbal answers, c) the concept of geometry through a process of vertical-horizontal mathematization was the most researched, and 4) the biggest role of multimodal semiotic reasoning for the benefit of knowledge of mathematics education. In conclusion, multimodal semiotic reasoning has had a major impact on mathematics education and research on this multimodal semiotic reasoning will continue to thrive in the future. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

GPT-3 is a neuronal language model that performs tasks such as classification, question-answering and text summarization. Although chatbots like BlenderBot-3 work well in a conversational sense, and GPT-3 can assist experts in evaluating questions, they are quantifiably worse than real teachers in several pedagogical dimensions. We present the first systematic literature review that analyzes the main contributions and uses of GPT-3 in the field of education. The protocols suggested in the PRISMA 2020 statement were followed for the drafting of the review. According to the results, 34 significant productions were identified through a systematic search in ISI Web of Science, SCOPUS and Google Scholar. GPT-3 has been considered in the academic, ethical and medical fields, in humanities and in computer science, in the formulation of questions and answers, and through cooperative educational dialogs. GPT-3 has been proven to have valuable applications in education, such as the automation of routine tasks, in making quick diagnoses of the students' weaknesses and in the automatic generation of questions, but it still faces challenges and limitations that require additional investigation. We discuss the educational possibilities and the limitations to the use of GPT-3.

This research aims to analyze the results of studies conducted in Turkey on reasoning skills in mathematics teaching and to reveal what kind of trend there is in this field. Within the scope of this study, databases were searched with the keywords "reasoning"(muhakeme, akil yürütme) and "reasoning skill" (Muhakeme becerisi, akil yürütme becerisi), and the results were examined in accordance with the inclusion criteria regarding mathematics teaching. One hundred sixty-three studies were included. Each of the studies included in the meta-synthesis study was analyzed descriptively according to type, year, method, sample type and size, data collection tools, statistical analysis, learning field, keywords, reasoning type and purpose. In addition, the studies' results were content analyzed and tabulated by coding the differences and similarities between them with a holistic approach. It has been determined that studies on the learning fields in the mathematics curriculum are mostly carried out in the field of learning numbers and operations in the secondary school mathematics curriculum. When evaluated in terms of reasoning types, almost half of the studies were conducted on mathematical reasoning. It has been observed that after mathematical reasoning, the most focus is on proportional reasoning. When the aims of the studies included in the research were examined, it was determined that the most focused ones were "examining the factors affecting reasoning skills", "measurement of reasoning skills" and "the effect of teaching practices on reasoning skills". In the studies examined, it was seen that there were 33 teaching practices whose effects on reasoning skills were examined.

The aim of this study is to conduct a content analysis of theses on the Turkish Language Teaching Curriculum conducted between 2002 and 2023 in Turkey. The study includes the theses available in the National Thesis Center database and accessible to other researchers. We employed a qualitative research approach and its e method of document analysis in this study. We identified 328 theses related to the Turkish Language Teaching Curriculum through a comprehensive search in the National Thesis Center database. However, upon closer examination, we determined that 238 of these theses were not directly relevant to the Turkish Language Teaching Curriculum and therefore we excluded from the study. We analyzed the remaining 90 theses using content and frequency analysis methods. The analysis involved determining the publication year, subject area, study group, methodology, and findings of the theses, and identifying the frequencies of the determined findings. Subsequently, we presented the findings in the form of figures, graphs, and tables for better understanding. According to the results of our study, we found many theses conducted between 2002 and 2023 focused on learning outcomes, predominantly employed qualitative research methods, and that 2019 had the highest number of thesis studies. We observed that teachers were the most preferred sample group in the studies.

This study aims to create a comprehensive bibliometric map of published scientific articles on e-learning in mathematics education (ME). We used Web of Science (WoS) database to analyzed 341 articles published by 1018 authors representing 79 countries between 2012 and 2022. In this context, we examined scientific articles in terms of scientific production, network analysis, trend topics, thematic change, and conceptual structure. Bibliometric analysis was performed in the study. According to findings, the number of published articles differ according to the years, but the number of citations is constantly increasing. Albano, and Dello Iacono are the most prolific authors. The most productive institutions are Salerno and Black Sea Technical Universities. China, USA, and Russia lead the countries of the corresponding authors. According to the network analysis, the journals of Computers & Education and Computers in Human Behavior form strong links. The most used keywords are students, technology, and mathematics. The pandemic, COVID, reality, and process are trend topic titles. It determined that the best size reduction obtained in the conceptual analysis constituted approximately 31% of the total variability. We presented some suggestions based on the findings obtained at the end of the research.

This study aims to map the landscape of the importance of previous research on computational thinking (CT) in mathematics learning over the last decade. This research is a literature review research, there are 113 publications collected from the Scopus database which are then analyzed using the bibliometric analysis method assisted by the Vosviewer application. The data taken from the Scopus database was refined so that it became 113 publications. The results of the study show that publications are spread across various continents, including America, Asia, Africa, and Europe. The United States and the United Kingdom are the most influential countries and have high cooperation with other countries in this field. The main conclusion from this study is that computational thinking has an important role in learning mathematics and STEM. The integration of computational thinking in the mathematics curriculum can improve students' understanding of mathematics and help them face the challenges of the digital age. In addition, the development of effective training methods for mathematics teachers as well as the assessment of good computational thinking learning tools and platforms can help improve the effectiveness of computational thinking teaching in mathematics contexts. These innovations will help better understand how computational thinking can be effectively integrated in mathematics learning and prepare students for a future filled with digital technologies.

The research aims to analyse the most current (2015-2023) literature on STEM education to gain a deeper understanding of current trends, priorities and developments in the field of STEM education. Scientific studies determined within the scope of the study were examined using bibliometric and content analysis methods, which are among the systematic compilation methods. First, access to the WoS database was gained, and a subject-based search was conducted using the keywords "STEM education" and "Meta-analysis." In this context, 38 scientific studies containing these relevant keywords were found in the search. The collected data were initially analyzed on the basis of descriptive attributes in the WoS. Subsequently, the listed publications were analyzed using the bibliometric analysis tool VOSviewer for bibliographic attributes, including citation counts, co-citation, co-authorship, cooccurrence, and bibliographic coupling analysis types, based on authors, institutions, and countries. Finally, 18 articles from these scientific publications were evaluated through content analysis in terms of various characteristics of following the PRISMA flowchart. The most prominent keywords associated with the examined concepts included technology-related terms like "computer-based learning," "digital game-based learning," "academic achievement," "active learning," and "problem-centered instruction." Furthermore, the general focus of scientific studies appears to be on determining the impact of a STEM education method on student performance.

This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers' classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students' misbehaviour, students' achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers' CMSE and recommendations for future CMSE research are discussed.

This study provides a comprehensive overview of methodological aspects when using heart rate variability (HRV) measures in educational research. Following PRISMA 2020 guidelines, we searched four databases for relevant studies published until March 5, 2024. From the 48 studies reviewed, we extracted data across three analytical categories: (1) area of study interest and participant populations, (2) data collection and analysis methodologies, and (3) the concurrent and predictive validity of HRV measurement for educational research. Study quality was evaluated using QualSyst assessment criteria. Most studies measured stress and enlisted undergraduate students as participants. Data were predominately collected using wearable devices, measuring HRV for durations of less than 30 min, and in varied contexts, including during exams, while learning, and in experiments. The parameters analyzed varied within both time and frequency domains. HRV data had a moderate level of concurrent validity as a measure of stress in an educational context. The concurrent validity of HRV data for measuring attention remains uncertain with insufficient evidence. Limited correlations appeared between stress and performance. The findings, potentials, and limitations of HRV measures are discussed, and synthesized recommendations for educational research using HRV data are provided.

Teacher attrition and retention are among the major problems in schools worldwide. Particularly in the United States, there is a great demand for teachers in elementary and secondary schools because of teachers transferring to new schools or resigning from the teaching profession altogether. This systematic review focuses on research on the prevalent decline of teacher retention in American elementary and secondary schools. This review aims to communicate reasons for the decrease in teacher retention and consider the impacts of teacher decline on students' academic success. Three databases -- Web of Science, Science Direct, and Pro Quest -- were utilized to obtain evidence to substantiate the causes and effects of the wave of teacher resignations. The evidence was analyzed to determine reliability using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and Cochrane review guidelines. The synthesis analysis included fourteen studies. It was clear from the synthesis that support and clear communication from school principals are essential factors of teacher retention in U.S. elementary and secondary schools. Other notable elements that prevent teacher turnover include recognizing the efforts of teachers, enforcing discipline and compliance among the student population, and conducting fair teacher evaluations. To improve teacher retention rates in the United States, school principals must adopt characteristics contributing to teacher retention.

Many small organizations sponsor events and activities that could benefit from the data management and reporting capabilities provided through a centralized database. However, many of those organizations do not have the budget to afford a commercial solution or an on-going subscription to a cloud-based solution for a small scope event with limited frequency use. The case focuses upon a service project volunteer management system for recording, managing, and reporting on volunteers and the service projects they are doing. The case provides a realistic scenario that can be used in a systems analysis and design, database development, or graduate level management information systems course. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of process modeling diagrams such as a data flow or swim lane diagrams and database design and development artifacts.

Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.

Process oriented guided inquiry learning (POGIL), is a group-learning method that contributes to the active participation of learners in learning/teaching environments. However, a standard process for using the POGIL in classes is not available. In addition, no systematic reviews using bibliometric analysis in the literature examine the studies concerning POGIL in terms of content and research trends. From this viewpoint, this study aimed to examine the documents related to POGIL with the bibliometric analysis method to contribute to the development of POGIL. It analyses the publications made about POGIL in the period between 1999 and 2023. A total of 179 publications available on the Web of Science were included in the study. It was found following the analyses that the publications were made in various research areas and were published in several journals. They were mostly published in the USA and the researcher with the greatest number of publications was Clifton L. Kussmaul.

Shared understanding of what words mean is critical for understanding and having meaningful discussion within professional circles and between the profession and the public. For over six decades, the term "reading wars" has been used in scholarship and popular media to describe debates about how to teach reading. In this article, the authors report findings from a terminological study of the term, including the first recorded use of the term, changing debates to which the term has referred over time, and ways the term has been used in a variety of media. The authors situate the term outside of the literacy field and urge literacy professionals to exercise caution when using the term.

Diverse approaches to the treatment of depressive disorders are necessary to improve evidence-based practice and maximize treatment outcomes. As a result, a range of behaviors and other factors associated with the onset and course of depressive disorders should be examined more comprehensively. Behavioral activation (BA) is a treatment approach to these disorders that can be tailored to address certain health behaviors within the context of depression in an attempt to promote health behaviors whose adoption and maintenance can prove complementary in the treatment of depression. We conducted a scoping review of published studies in which BA-based interventions were used to promote certain health behaviors in individuals with depression. Our search of Medline and the Web of Science identified 336 potential candidate studies. Following screening and with the application of inclusion and exclusion criteria to isolate potentially eligible full-text records, we ultimately identified and evaluated 20 papers that report the nature and efficacy of these modified interventions. Across various domains, including substance use, exercise, medication adherence, and occupational and social success, we found evidence that many--but not all--of the studies we reviewed demonstrated that BA-based interventions were efficacious in promoting the health behavior of interest as well as reducing depressive symptomatology in participants. Implications for more widespread dissemination of such interventions, especially via mobile and web-based platforms due to their accessibility and affordability, are discussed. More research on the feasibility and efficacy of BA-based interventions tailored toward various determinants of health behavior and comorbidities of depressive disorders is warranted.

This systematic literature review provides an overview of existing empirical research on embodied teaching and learning in higher education. The review is based on a literature search in eleven databases resulting in 247 articles being included. These articles span a wide range of disciplines in higher education, with 66 articles situated in teacher education representing a significant proportion. By exploring the research shared in these articles and how the articles describe embodiment and the aspects of embodiment that they foreground, we are approaching research on embodied teaching and learning as a potential new research field. Our findings indicate that existing research primarily foregrounds cognitive and discursive aspects of embodiment, leaving its sensory, bodily and intersubjective aspects in the background. Research into embodied teaching and learning shows that it has the potential to become an interdisciplinary research field. However, this emerging field appears fragmented, with limited discussion and knowledge-building across publications.

There has been an increasing interest in the development of student question-generation (SQG) systems since 2000. To offer a holistic and detailed view of extant SQG systems, a two-dimensional classification scheme was derived to identify commonly embedded ancillary functionalities and design features in the 54 SQG learning systems located through a systematic review. The results revealed that six ancillary functionalities most frequently included around question-generation are management, question-assessment, question-answering, question-viewing, communication, and gamification in that order. Additionally, SQG systems differ greatly in terms of design features, with the majority falling under the domain-specific type, supporting only one type of question-generation, gearing toward the free SQG type, not providing scaffolding of any type, and not allowing the inclusion of multimedia files for SQG.

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = 0.77 (CI[subscript 95] [0.73 to 0.80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.

People from culturally and linguistically diverse (CaLD) backgrounds in Australia generally experience poorer health outcomes, explained in part by low levels of health literacy. We conducted a systematic review to examine the development and evaluation of health education resources designed for CaLD populations. Five electronic databases were searched for English language, peer-reviewed studies published between 1980 and 2020. Thirty-four studies met the inclusion criteria. Twenty-four different health education resources were described and broadly categorized into four types: media campaigns (n = 10), text-based materials (n = 5), films (n = 8) and radio (n = 1). Studies were assessed against domains adapted from a health literacy guideline incorporating: need, collaboration, audience, health literacy, theory, test and process and impact evaluation. All but one study met the majority of the domains. All studies reported positive evaluation outcomes; this may be due to studies involving community early in resource design and including health literacy considerations in their design. Reporting resource design and evaluation against standard practice controls is recommended to build a more robust evidence base for developing effective health education resources for use by audiences from CaLD backgrounds.

The Virtual Palaeosciences (ViPs) project is a collaborative initiative bringing palaeoscientists together to locate, access and share online educational resources (OERs). It began as a response to the 2020 shift to online learning when the COVID-19 pandemic curtailed field and lab work. We outline the development and initial outcomes of the project and consider future directions post-pandemic. Our initial focus was to create a searchable list of OERs (now numbers 600+). The project has also promoted co-operation across institutions and created new collaborations. It became clear that even experienced and teaching-focused educators were anxious about how to incorporate virtual materials and develop alternatives to field and laboratory work and deliver their intended learning outcomes. ViPs aim to become a "hub" for palaeoscience teaching resources. While some face-to-face teaching has returned in Higher Education, the benefits of online elements have become clear to students and educators alike. Therefore, following the pandemic, an increasing shift towards a blended delivery with greater use of OERs in palaeoscience and other disciplines is likely. Longer term, the ViPs project also seeks to increase inclusive, accessible education in the palaeosciences through the digital enhancement of provision, by supporting both users and creators of virtual teaching materials.

Designers are always pursuing design with suitable emotions. Effective emotional fusion not only produces a good user experience but also extends the product lifecycle. The decoding of design emotion and the use of design emotion language should run through the entire design process. In this study, we propose a new emotion-embedded design flow (EFlow) based on design big data and deep learning technology. This method focuses on how emotion is input into the design process and improves the effectiveness of emotional design. An emotion database containing 2054 labeled images is collected and a deep fuzzy classification network is proposed. Through realizing the automatic emotional judgment of the design reference materials and the design output content using the deep learning technology, EFlow not only saves manpower and test cost but also provides a reference that a designer can use to optimize and improve the design process. It promotes a new way of thinking about connecting artificial intelligence technology and the design field.

Transparency is once again a central issue of debate across types of qualitative research. Work on how to conduct qualitative data analysis, on the other hand, walks us through the step-by-step process on how to code and understand the data we've collected. Although there are a few exceptions, less focus is on transparency regarding decision-making processes in the course of research. In this article, we argue that scholars should create a living codebook, which is a set of tools that documents the data analysis process. It has four parts: (1) a processual database that keeps track of initial codes and a final database for completed codes, (2) a "definitions and key terms" list for conversations about codes, (3) memo-writing, and (4) a difference list explaining the rationale behind unmatched codes. It allows researchers to interrogate taken-for-granted assumptions about what data are focused on, why, and how to analyze it. To that end, the living codebook moves beyond discussions around intercoder reliability to how analytic codes are created, refined, and debated.

Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the field. We initiated a large-scale systematic review of academic literature from 2007 to 2020. Recognizing that a "state of the field" literature search could not be done using English alone, we conducted parallel literature searches in Mandarin Chinese, Spanish and French. This methodological paper describes the intentional and reflexive process of researching multilingually: identifying search terms, finding and utilizing appropriate search engines, collecting references, categorizing and annotating publications, and beginning to make use of search functions. We argue there is little guidance on how to research multilingually and note problematic "blind spots" if multilingual education research is biased towards English-speaking contexts or publications written by English-speaking scholars of the Global North. We share what we have learned about engaging in a multilingual systematic literature review, and hope to facilitate the decolonization of academic work and open access to both empirical and theoretical values from a range of perspectives.

Undergraduate students entering the classroom are often expected to have the skills needed to find, utilize, and synthesize academic scholarship. Yet, few feel prepared to do so. The research methods classroom provides immense opportunities for developing a meaningful foundation for students to enhance information literacy such that they feel comfortable and confident using peer-reviewed scholarship. In this activity, students collaborate to engage with peers to access institutional databases, explore empirical articles, practice citation skills, and ask questions about the process of engaging in meaningful research. Courses: Social science/communication research methods, introductory courses that require peer-reviewed sources, undergraduate capstones, Communication Theory. Objectives: Students will: (1) gain hands-on tools for and experience with locating, searching for, and understanding content within peer-reviewed empirical articles from online databases; (2) engage in group collaboration to demystify the search for and use of scholarly article content in and beyond the research methods course; and (3) develop working relationships with peers to facilitate a positive, engaging, and supportive classroom climate early in the semester.

The construction sector faces the urgent need to prioritize energy efficiency due to an increasingly stringent regulatory landscape in response to the climate change agenda. Central to this transition is the pivotal role of education in equipping professionals with the necessary knowledge and skills. Educational solutions have emerged as powerful tools for promoting awareness and interventions to mitigate climate change. This article provides a case study that highlights the successful utilisation of computer technology in delivering digital solutions to advance energy education and promote more informed energy practices in the construction industry. The utilisation of digital technologies can enhance collaborative efforts in energy efficiency training, which is of critical significance in ensuring the security, sovereignty, transparency, immutability, and decentralisation of interventions related to energy education. This paper presents a framework that utilises Blockchain technology to facilitate training labelling and authenticity based on smart contracts and mobile passports to provide a secure and efficient solution for the delivery of training and education in the energy domain. Our research examines the challenges and opportunities related to energy efficiency training within the construction industry. By integrating industry-specific insights, exemplifications, and case studies, we provide an in-depth understanding of the interconnection between energy efficiency education and digital solutions with the unique context of the construction industry. We underscore the importance of leveraging digital platforms as educational tools to foster a deeper understanding and adoption of energy-efficient practices. We demonstrate that educational solutions play a pivotal role in driving awareness and interventions for mitigating climate change, greatly empowering individuals and organizations to adopt energy-efficient practices and to address sustainability objectives.

Rapid review methodology aims to facilitate faster conduct of systematic reviews to meet the needs of the decision-maker, while also maintaining quality and credibility. This systematic review aimed to determine the impact of different methodological shortcuts for undertaking rapid reviews on the risk of bias (RoB) of the results of the review. Review stages for which reviews and primary studies were sought included the preparation of a protocol, question formulation, inclusion criteria, searching, selection, data extraction, RoB assessment, synthesis, and reporting. We searched 11 electronic databases in April 2022, and conducted some supplementary searching. Reviewers worked in pairs to screen, select, extract data, and assess the RoB of included reviews and studies. We included 15 systematic reviews, 7 scoping reviews, and 65 primary studies. We found that several commonly used shortcuts in rapid reviews are likely to increase the RoB in the results. These include restrictions based on publication date, use of a single electronic database as a source of studies, and use of a single reviewer for screening titles and abstracts, selecting studies based on the full-text, and for extracting data. Authors of rapid reviews should be transparent in reporting their use of these shortcuts and acknowledge the possibility of them causing bias in the results. This review also highlights shortcuts that can save time without increasing the risk of bias. Further research is needed for both systematic and rapid reviews on faster methods for accurate data extraction and RoB assessment, and on development of more precise search strategies.

Estimating prescription medicine use is challenging due to recall bias associated with surveys and coverage bias in administrative data. This study assesses how making operational improvements and combining both survey and administrative data sources can increase data quality on filled prescriptions. We use data from the Medicare Current Beneficiary Survey (MCBS) and administrative data from the Centers for Medicare and Medicaid Services (CMS). First, we investigate improvements from a prescription medicine lookup (PMLU) tool integrating a commercial medicine database into the MCBS. We then examine impacts of matching survey-reported medicines to Part D claims. We find that the PMLU improves accuracy and reduces measurement bias. Claims matching identifies additional medicines, especially for beneficiaries with more chronic conditions and medicines. This study shows that integrating a commercial database and supplementing with administrative data improves data quality and reduces sources of error.

Background: The detection and description of language impairments in neurodegenerative diseases like Alzheimer's Disease (AD) play an important role in research, clinical diagnosis and intervention. Various methodological protocols have been implemented for the assessment of morphosyntactic abilities in AD; narrative discourse elicitation tasks and structured experimental tasks for production, offline and online structured experimental tasks for comprehension. Very few studies implement and compare different methodological protocols; thus, little is known about the advantages and disadvantages of each methodology. Aims: To discuss and compare the main behavioral methodological approaches and tasks that have been used in psycholinguistic research to assess different aspects of morphosyntactic production and comprehension in individuals with AD at the word and sentence levels. Methods: A narrative review was conducted through searches in the scientific databases Google Scholar, Scopus, Science Direct, MITCogNet, PubMed. Only studies written in English, that reported quantitative data and were published in peer-reviewed journals were considered with respect to their methodological protocol. Moreover, we considered studies that reported research on all stages of the disease and we included only studies that also reported results of a healthy control group. Studies that implemented standardized assessment tools were not considered in this review. Outcomes & Results: The main narrative discourse elicitation tasks implemented for the assessment of morphosyntactic production include interviews, picture-description and story narration, whereas the main structured experimental tasks include sentence completion, constrained sentence production, sentence repetition and naming. Morphosyntactic comprehension in AD has been assessed with the use of structured experimental tasks, both offline (sentence-picture matching, grammaticality judgment) and online (cross-modal naming, speeded sentence acceptability judgment, auditory moving window, word detection, reading). For each task we considered studies that reported results from different morphosyntactic structures and phenomena in as many different languages as possible. Conclusions & Implications: Our review revealed strengths and weaknesses of these methods but also directions for future research. Narrative discourse elicitation tasks as well as structured experimental tasks have been used in a variety of languages, and have uncovered preserved morphosyntactic production but also deficits in people with AD. A combination of narrative discourse elicitation and structured production tasks for the assessment of the same morphosyntactic structure has been rarely used. Regarding comprehension, offline tasks have been implemented in various languages, whereas online tasks have been mainly used in English. Offline and online experimental paradigms have often produced contradictory results even within the same study. The discrepancy between the two paradigms has been attributed to the different working memory demands they impose to the comprehender or to the different parsing processes they tap. Strengths and shortcomings of each methodology are summarized in the paper, and comparisons between different tasks are attempted when this is possible. Thus, the paper may serve as a methodological guide for the study of morphosyntax in AD and possibly in other neurodegenerative diseases.

Down syndrome (DS) is a complex condition associated with multiple medical, developmental, and behavioral concerns. A prospective, longitudinal clinical database was integrated into a specialty Down Syndrome Program, with the goals of better understanding the incidence, course, and impact of co-occurring medical, neurodevelopmental, and mental health conditions in DS. We describe the process of developing the database, including a systematic approach to data collection and database infrastructure, and report on feasibility, challenges, and solutions of initial implementation. Between March 2018 and November 2021, data from 842 patients (ages 4.8 months to 26 years) was collected. Challenges included caregiver form completion as well as time and personnel required for successful implementation. With full integration into clinical visit flow, the database proved to be feasible. The database enables identification of patterns of development and health throughout the lifespan and it facilitates future data sharing and collaborative research to advance care.

Objective: The systematic review was used to evaluate the relationship between fundamental movement skills (FMS) and physical activity (PA) in preschoolers. Data sources: PubMed, Science Direct, Web of Science, CNKI, and Wanfang databases were searched for terms related to preschoolers' FMS and PA from the establishment to July, 2022. Results: 21 cross-sectional studies and 5 longitudinal studies with 6561 preschoolers were included. There was a significant positive association between FMS and moderate-to-vigorous physical activity (MVPA) (r = 0.25, 95%CI 0.22[approximately]0.27) and total physical activity (TPA) (r = 0.23, 95%CI 0.19[approximately]0.27). The locomotor and object control skills were significant positive association with both MVPA and TPA. Conclusion: There is a significant positive association between FMS and MVPA as well as between FMS and TPA, indicating the movement proficiency is associated with increased PA and vice versa.

Global science is set to experience different times in the 2020s. China surpasses the USA in terms of the number of scientific papers in 2020 in most scientific databases. This scenario is expected to have implications not only in East Asia but also beyond the region. Against this backdrop, this paper investigates the scientific influence of the US-China competition on six major Muslim-majority science systems. Multiple data sources are used to collect data for the bibliometric analyses, which include the trend analysis of collaboration patterns, discipline-based collaborations, authorship patterns for responsibility in collaborations, and citation premium of collaborations with the USA versus China. All the analyses consistently demonstrate that the USA is losing its scientific influence on the selected Muslim-majority science systems to China. Analysis results indicate an astonishing increase in collaborations with China-based scientists in the last decade. Half of the selected Muslim-majority science systems collaborate more with China-based scientists, whereas the other half collaborate more with the USA in 2021, indicating a fifty-fifty split. The collaborations with China-based authors garner higher citation premiums for the selected Muslim-majority science systems than the collaborations with the USA.

This environmental scan argues for the value in making grant proposals open access. Applying for and receiving grant funding is an important facet of research. However, accessing information on grant application, review, and award processes remains a particular challenge for early career scholars, researchers from smaller or underresourced institutions, and traditionally marginalized scholars. While the open access movement has made research publications resulting from funded grants publicly available, grant proposals are rarely included. When proposals are shared, they are difficult to find due to variability in metadata implementation and quality. This work asks: What are central challenges in making grant proposals open access? How can increased access to grant proposals contribute to equity and transparency in funding distribution? What existing repositories contain grant materials? What standards and incentives can be established among grant-seeking and funding stakeholders to improve grant proposal accessibility? This work concludes with perspectives shared during a May 2022 advisory group meeting of stakeholders involved in the Institute of Museum and Library Services-funded project Planning for Open Grants, which focuses on potential solutions in grant seeking and funding processes for working toward an open grants standard across research communities.

Several international large-scale assessments were conducted at the turn of the new century, and during the past two decades the Programme for International Student Assessment (PISA) completed seven cycles of assessment to facilitate practitioners' policy debates and governance. This study reviews PISA-related articles published in English and Chinese. Three literature databases were searched, with a focus on SSCI, CSSCI, and TSSCI journal publications. The frequency of publication was analyzed according to the author's country affiliation, type of journal, and research categories/themes. Findings indicate that research on student-, school- and system-level indicators with a focus on students' learning processes and outcomes as well as critiques of technical matters on PISA were frequent topics in the literature during the past two decades. Issues of equality and equity examined in the publications have implications for enhancing practitioners' capabilities in terms of policy making and governance.

We draw upon Appadurai's 'scapes' and Latour's Actor Network Theory (ANT) to interrogate historical and spatial flows in relation to specific testing technologies. We reveal how testing systems, conceptualised as actor-networks, rearticulate colonial legacies of inequality which are intensified by new and emerging technologies. ANT helps trace social and relational interactions occurring in various national and global data spaces, and helps make sense of incessant transformations in education datascapes. Mapping actor-networks, and translations, help name and navigate neoliberal forces acting through colonial legacies via emerging educational datascapes. Our examination shows how educational technologies associated with standardised testing in northern and southern contexts -- specifically, England, Singapore, Bangladesh and Australia -- exacerbate structural inequalities. We consider how such technologies are actants and reflective of co-existing historical and temporal influences, and global cultural and spatial flows, allowing us to map the multiple ways in which educational technologies are manifested in an emerging education datascape.

Contributions: This article explores the impact of environmental education interventions about e-waste recycling and management practices as well as about the energy usage of data centers (DCs) into the Information and Communication Technologies (ICTs) university curricula. Intended Outcomes: An education program was implemented aiming to raise awareness about energy conservation, attitudinal disposition, and e-waste management practices of ICT students in a Greek University. Methodology: The results were derived from the processing of two questionnaires (pretest and post-test data), which were distributed during two lectures on sustainability and green information technology at a two-week interval. Findings: The findings of the study prove that although the majority of the ICT students had a deficient level of knowledge of e-waste recycling and energy usage in DCs, they showed a significant increment of knowledge and awareness regarding them. Moreover, it was observed that the direct effect of the educational intervention on the intention of the students to engage in e-waste recycling was significant. The research also revealed that ICT students showed a positive perception and attitude toward e-waste recycling and recognized the positive financial effect of the proper e-waste recycling and management after the educational intervention.

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

Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the already rapidly growing AIEd literature base in higher education, now is the time to ensure that the field has a solid research and conceptual grounding. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research.

The online doctoral population is growing steadily worldwide, yet its narratives have not been thoroughly reviewed so far. We conducted a systematic review summarizing online PhD students' experiences. ERIC, WoS, Scopus, and PsycInfo databases were searched following PRISMA 2020 guidelines and limiting the results to peer-reviewed articles of the last 20 years, yielding 16 studies eligible. A thematic synthesis of the studies showed that online PhD students are generally satisfied with their programs, but isolation, juggling work and family roles, and financial pressures are the main obstacles. The supervisory relationship determines the quality of the experience, whereas a strong sense of community helps students get ahead. Personal factors such as motivation, personality, and skills modulate fit with the PhD. We conclude that pursuing a doctorate online is more isolating than face to face, and students might encounter additional challenges regarding the supervision process and study/life balance. Accordingly, this review might help faculty, program managers, and prospective students better understand online doctorates' pressing concerns such as poor well-being and high dropout rates.

The aim of this research is to explore the research trends of inquiry-based science (IBS) articles in the Web of Science database during 2000-2021. The bibliometric method was used in the research. A total of 662 IBS education articles were included in the study, out of 1389 IBS publications covering all fields published in Web of Science during 2000-2021. Citation and co-citation analysis were applied using VOSviewer software. The data obtained from this analysis are presented with tables, graphs, and bibliometric maps. According to the results, there is an increase in the number of IBS publications or citations in the recent years. The most cited keywords are teacher development, professional development, primary school, science achievement, and PISA. The most cited countries are the USA, Germany, and France. It has recently been determined that there is a trend towards sustainability education, local perspectives, technology, and interdisciplinary integration in IBS studies. The results were discussed with previous studies in the literature and some suggestions were made for future research. This research, which photographs inquired-based science studies published over the last two decades, may be useful to science education experts and curriculum evaluators.

This meta-synthesis study aims to reveal the types of bilingualism in Turkey by interpreting the quantitative data and findings obtained from studies on bilingualism types. In the light of the findings, 28 types of bilingualism and 5 classification criteria have been identified in the theses written on bilingualism in the "Turkish Higher Education Institution Thesis Center database". The synthesis data show that the most addressed type of bilingualism in 22 theses was "balanced" and "dominant bilingualism". The most frequently used criterion in classifying bilingualism is "skill level criterion", followed by "age of acquisition", "cognitive organization," and "status of the two languages".

Values education is an accepted field of study in the world today. The cultural ties that values education has due to its nature are also reflected in the studies carried out. Based on the necessity of determining the trend of values education studies in the world, this research aims to bring a bibliometric view to the field. For this purpose, 256 articles indexed in Web of Science from 2005 to 2021 were analyzed. As a result of the analysis, the distribution of the articles by years and journals, the prominent articles, authors, institutions, and the links between them were mapped. It has been observed that the journal "Educational Sciences in Theory and Practice" stands out in terms of the number of documents in the journals, and the journal "Teaching and Teacher Education" ranks first in terms of the number of citations it receives. The most influential authors are Thornberg, R., Lovat, T., and Clement, N. Among the countries, it has been determined that Australia ranks first in terms of both the number of documents and the number of citations it receives. The expression "values education" is the most preferred keyword. It was followed by the words "values" and "moral education". It has been observed that the cooperation networks between the authors, institutions and countries are weak.

This study aims to explore the current structure of curriculum development studies for immigrants and to compile and present academic studies based on determined criteria. In this survey-model-based study, the content analysis method, which is listed among the qualitative research methods, was used for the classification of academic studies. The population of the study consists of academic studies searched with the keyword "Curriculum Development for Immigrants" in Web of Science, Scopus, and TR index databases. The research was limited to the studies conducted between 2000 and 2022. Analysis results revealed that the curriculum studies for immigrants emerged in 2001 with most studies conducted in 2016 on a yearly basis and the USA ranked first in terms of the number of academic studies on this subject. As observed from the curriculum research on immigrants, studies were mainly conducted in form of articles, the most preferred methods and data collection tools were qualitative methods and interviews, respectively; the sample group including teachers, students and parents were mainly preferred, and high schools were mainly preferred for the school type. Although a great number of countries host immigrants, the number of curriculum studies curricula for immigrants is observed to be limited. Thus, this study denotes a need for curriculum development studies for immigrants.

TPACK (Technological Pedagogical Content Knowledge) is an entirely new teaching model in the science of education field, founded about five years ago. There is still some room for improvement and discussion to develop this model. Some studies argue that the model is irrelevant to practical context due to its vague definitions. On the other hand, some studies argue that the model is the best for learning quality in technology. Thus, it is crucial to do more comprehensive studies to investigate the factors related to the TPACK model. This article clarifies which items are relevant to TPACK. It is essential to map the database associated with TPACK. By conducting bibliometric analysis and adjusting the WoS abbreviation from Web of Science indexing filters by category, this article seeks to provide a database linked to TPACK themes published in WoS-indexed publications in the past five years. The collected findings are categorised based on metric comparisons, the top 10 publications, the top 20 journals that publish articles regarding TPACK, and visualisation using bibliometric analysis. This research contributes to developing literature regarding the determinants of TPACK model implementation. This research found that the most vital elements of the five clusters were PCK, model, technology integration, education, and framework. Moreover, this research proposes another factor, such as pre-service teachers' teaching abilities, that may impact TPACK.

The curriculum has been provided by an educational institution as a lesson plan in one period of education level. In physical education, the curriculum focuses on developing the skills and concepts of movement that students need. The main objective of this study was to conduct a bibliometric analysis of articles published in Scopus on curriculum and physical education. The results showed that the study of curriculum and physical education totaled 420 articles which began to be published in the Scopus database from 1931-2021. Then, the researcher carried out a filter that was only limited to journal articles and proceedings. So that the number of documents found was 359 publications, consisting of 349 articles from journals and 10 articles from the proceedings obtained. Based on publications in the Scopus database, the findings reveal that: the number of publications has increased, although there is an up and down trend from year to year; most of the publications are written by researchers located in several countries and universities; the United States of America is the country that contributes the most writers; Monash University from Australia is the most productive institution; and Matthew D. Curtner-Smith is the author most published and most influential cited articles; an influential topic, namely the hidden curriculum. This analysis can provide insight into the development of research in the field of curriculum and physical education, and it can be a source of information for teachers, lecturers, schools, universities, and the world of education.

The purpose of this study was to reveal the effect of digital technology-assisted STEM (Science, technology, engineering, and mathematics) education on academic achievement. To achieve this purpose, experimental studies, including pre-test and post-test, were examined by meta-analysis. The study's data were obtained from 34 studies that met the inclusion criteria due to the searches made in the Databases of the National Thesis Center of the Council of Higher Education, where Turkey's postgraduate theses are located. Effect sizes of 38 comparisons were calculated from these studies. The study calculated effect sizes based on Cohen's d coefficient. The effect size obtained after the analysis was found to be d=2.582. This finding shows that STEM education assisted by digital technology greatly affects academic achievement. In addition, a significant difference was found between the effect sizes in the study according to the level of education and the subject discipline of academic achievement. This research is expected to contribute to educational practice and future research.