Development Of Education Research Articles

Research strategies for trainee and qualified advanced clinical practitioners that enhance evidence-based practice.

Advanced clinical practitioners (ACPs) are integral to modern healthcare, providing high-quality, evidence-based care to patients. While ACPs show some development in clinical practice, leadership, and education, challenges persist in the research pillar. Trainee and qualified ACPs often have difficulties initiating their research journey and may feel uncertain about where to start. Existing studies have explored and emphasised the importance of ACPs developing and maintaining their research skills, yet there remains a gap in understanding how they can effectively demonstrate their research capabilities. Therefore, this article aims to help trainees and qualified ACPs on how to evidence their research pillar capabilities.

Empowering public relations for sustainability: examining the landscape in Turkey

PurposeThis paper examines the engagement of public relations (PR) in advancing sustainability within Turkey, exploring both current contributions and future potential. It analyzes how PR professionals and scholars conceptualize sustainability, revealing divergent perspectives within the industry. The study delves into the perceived roles and responsibilities of PR professionals in driving sustainable initiatives, highlighting the key challenges hindering their impact. Ultimately, the research identifies essential knowledge and skills needed to empower Turkish PR to effectively contribute to a more sustainable future.Design/methodology/approachThis study employs a qualitative research approach using semi-structured in-depth interviews with two distinct groups: experienced PR professionals holding director positions in agencies and corporate communication departments, and PR professors with at least five years of teaching experience in Turkey.FindingsThe findings reveal a dynamic, yet complex, landscape of sustainability within the Turkish PR industry. While PR professionals are actively integrating sustainability into strategic initiatives and emphasizing measurable impact, they face barriers to full integration, and their conceptualization of sustainability often differs from that of PR scholars. The findings point to a critical need for targeted education and professional development to better equip Turkish PR practitioners to drive sustainable development.Originality/valueMethodologically, the incorporation of representative groups, consisting of senior communication professionals and professors, offers valuable insights that can inform improvements in PR practices, enhance PR education, and advance the understanding of sustainability within the field of communication within the specific context of Turkey.

Pre-service geography teachers from normal universities in China: what do their master’s degree theses focus on and imply?

Master’s degree-level graduates in Subject Teaching (Geography) (hereinafter referred to as STG) in Chinese normal universities form a valuable pool of pre-service secondary school geography teachers. These graduates provide a comprehensive picture of the quality, focus and outcomes of current geography teacher training programs. However, there is a relative dearth of research appertaining to their research capabilities and the quality of their educational development. To address this gap, the present study adopts bibliometric and comparative analysis to shed light on the overall trends and specific characteristics of STG master’s theses from 2016 to 2022. The findings indicate that universities with divergent levels of subject assessment prioritize different research emphases, leading to variations in the depth of investigation into new teaching materials and the level of alignment with frontline geography teaching. Furthermore, in comparison with cutting-edge international and domestic research, the master’s theses of STG students are characterized by microscopic scale and insufficient depth. A three-pronged collaborative framework has therefore been advocated with the aim of enhancing the quality of STG graduates as pre-service geography teachers. This comprises close interactions among on-campus and off-campus tutors and learners, a partnership between universities and secondary schools, and inter-university cooperation.

The Effect of Ecological Environment on Language-Minority Students’ Math and Reading Development: A Hierarchical Linear Analysis of a Longitudinal Study

ABSTRACT Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students’ (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent expectation, and teacher-child relationship on reading and math outcomes. In third and fifth grade, all significant predictors of reading outcome are at the family level: parent-child reading time and parent’s expectations. Additionally, parent-child reading time also significantly predicts LMSs’ reading in kindergarten. Meanwhile, predictors for math outcomes have a different pattern in the mid to late elementary periods. All predictors during this period are at the family level: parent-child reading time, parent showing love to children, and parent’s expectations. Lastly, the only significant predictor for eighth grade math is teacher-child closeness. Practice or Policy: The significant findings at different grade levels suggest a multifaceted approach to policy development, including (a) supporting parent engagement, (b) high-quality preschool, and (c) multicultural teacher education and professional development.

Interprofessional education in cancer care – a scoping review

BackgroundComprehensive cancer care requires effective collaboration by interprofessional healthcare teams. The need to develop educational initiatives to improve interprofessional collaboration is increasingly recognised. However, there is no agreement regarding the interprofessional competencies required for effective cancer care leading to much variation on the focus of research, planning and managing change. A scoping review was conducted to identify the current status of IPE in cancer care and to summarise the results of previous research in order to guide the development of interprofessional education in cancer care.MethodsThe JBI Scoping Review guidelines were used to guide the process of the review. A search of the available literature was conducted in CINAHL, MEDLINE (Ovid), PubMed, PsycInfo, Scopus databases from January 2012 to March 2023 to investigate IPE for health professional clinicians working in cancer care.ResultsOf the 825 initial references and 153 studies imported for screening, a total of 28 studies were included in the final review. From those studies, seven focused on the need for IPE and interprofessional competence for oncology healthcare professionals, four reviewed existing IPE programs and 17 described the development and evaluation of interprofessional education. Findings show variation and lack of concept definitions underpinning research in IPE in cancer care settings. Variation also exists in the range of research activities in IPE, most notably related to communication, teamwork and the development of interprofessional practice. The evaluation of impact of IPE is mainly focused on health care professionals’ self-evaluation and general feedback. Impact on patient care was only evaluated in one study.ConclusionsBased on the results, interprofessional education research in the field of cancer care is limited in Europe. Thus, there is a significant increase in publications in the last five years. A more systematic focus on the theoretical framework and definition of concepts would be of value. Research and programme development should be based on a shared understanding on what constitutes the interprofessional competences and IPE. Programmes to develop interprofessional practice should be developed and implemented systematically with inclusion of validated assessment methods, and evaluated and improved regularly.

Knowledge Gaps Identified in a Survey of Maine Physicians' Firearm Safety Counseling Practices.

Numerous medical associations have identified firearm injuries as a public health issue, calling on physicians to provide firearm safety counseling. Data suggest that while many physicians agree with this, few routinely screen and provide counseling. We aimed to survey Maine physicians to assess their current firearm safety counseling practices and knowledge of a new state child access prevention (CAP) law. We conducted an anonymous cross-sectional survey of Maine primary care and psychiatry physicians. We recruited multiple statewide medical organizations, residency programs, and two major health systems to distribute the survey to their membership. Group differences were compared by physician rurality and years in practice using Fisher's Exact and Chi Squared tests. Ninety-five surveys were completed. Though most participants agreed that firearm injury is an important public health issue that physicians can positively affect (92%), few had received prior firearm safety counseling education (27%). There were significant differences in firearm screening frequency, with rural physicians screening more often. More rural physicians and physicians with > 10 years of clinical practice felt they had adequate knowledge to provide meaningful counseling, compared with non-rural and early career physicians, respectively. Overall, 62% of participants were unaware of the 2021 Maine CAP law. This study highlights significant differences in firearm safety counseling practices among Maine physicians based on rurality and years of experience. Participants also reported a significant gap in knowledge of a recent state child access prevention law. Next steps include development of firearm safety counseling education tailored to Maine physicians.

Deciphering China’s higher education outreach paradigm in Southeast Asia: can a neo-tributary perspective work?

AbstractChina’s unprecedented economic rise has fueled scholarly debates about its mentality of power strategy. Pundits have approached China’s strategic objectives through its higher education outreach, with Confucius Institute expansion and international student recruitment as two mostly discussed pathways. Whereas their efforts have been largely oriented by Western lexicon including soft power and center-periphery dichotomy. China’s emerging engagements in higher education aid projects and partnerships, particularly along the Belt and Road, are rarely noticed. Adopting the Chinese history-based neo-tributary perspective as the theoretical lens, this study (re)conceptualizes China’s paradigm for global rise through its higher education export to Southeast Asia, encompassing language training, educational development assistance, student mobility, and institution/program partnerships. Data was collected from documentation, institutional data, and semi-structured interviews with 40 informants from Sino-Cambodian higher education programs. The results suggest that universities serve as a showcase for a more pragmatic Chinese exceptionalism, in which traditional Chinese worldview has been incorporated with scientific outward-looking Western ideals. A cultural recognition-seeking tactic has been experimented through telling stories of China’s attractive contemporary cultures and values in educational practices. China has relied more on utilizing higher education as a tool for short-lived economic incentives, diplomatic alliances, and image-building activities to yield quick returns. However, concrete higher education outreach practices remain scant. Neo-tributary perspective is helpful in systematically examining China’s power projection but still confined to its simplified presuppositions of Sino-centrism. It should integrate pluralistic concepts like tianxia and knowledge diplomacy to unveil China’s interactions with the ‘Global South’ and the ‘Global North’.

Professional Development of Teacher Educators: Unlocking Opportunities through Massive Open Online Courses

Development of any nation depends mainly on the standards of its educational institutions and the quality of education. Amidst this dynamic environment, Massive Open Online Courses have emerged as a potent tool for facilitating continuous learning and skill enhancement among professionals across diverse domains. Professional development of teacher educators stands as a cornerstone for fostering effective teaching practices and nurturing the next generation of educators. This research seeks to explore the myriad ways in which MOOCs can be leveraged to enhance the professional development of teacher educators. This democratization of education fosters inclusivity and equity in teacher training initiatives. This paper aims to contribute to a deeper understanding of how digital technologies can be harnessed to empower educators, enhance teaching and learning outcomes, and ultimately, transform the landscape of teacher education. This paper concludes that MOOCs have emerged as an asset in the professional development toolkit for teacher educators. MOOCs provide accessible platforms where educators can engage in self-directed learning, access a wealth of resources, and collaborate with peers worldwide, transcending the limitations of traditional professional development methods. Pedagogical strategies in MOOCs are essential for professional development as they enhance learning experiences and outcomes. The flexibility and accessibility of MOOCs, combined with well-designed pedagogical approaches, empower individuals to advance their careers, and maintain lifelong learning, ultimately contributing to professional growth and competence.

K.D.UŞİNSKİNİN PEDAQOJİ ANTROPOLOGİYA TƏLİMİNİN ÇAĞDAŞ DÖVRDƏ ƏHƏMİYYƏTİ

The Importance in the Modern Period of Teaching Pedagogical Anthropology by K.D.Ushinsky Summary The article re-clarifies the scientific and pedagogical ideas of K.D. Ushinsky. Ushinsky believed that pedagogy should be formed, first of all, on the concept, especially with the concept of “education of Man in man.” For this reason, one of the most important tasks for us, educators and researchers of the modern era, is to protect our national and moral values, take responsibility for our culture and work with all our might to preserve these values. Key words: K.D.Ushinsky, educational anthropology, development of education, modern educational institutions, moral values

Efforts Of Islamic Boarding School Management To Improve The Life Skills Of Students At The Raudlatul Ulum 1 Putri Islamic Boarding School

Islamic boarding schools (pondok pesantren) are regarded as vital educational institutions that play an important role in the progress and development of education. Additionally, they are considered alternative solutions for various educational challenges. This educational model, which focuses on religious studies, particularly Islam, has become a model and the precursor for the current educational system in Indonesia. Implementing life skills education within these institutions produces highly competitive students. With life skills training, they become more productive and capable of competing in the job market. The research questions are: (1) What efforts do the administrators of Pondok Pesantren make to enhance students' life skills? (2) What are the outcomes of these efforts? The objectives are: (1) To identify the efforts made by Pondok Pesantren administrators to enhance the life skills of students, and (2) To determine the results of these efforts. The findings indicate that instilling educational values in Islamic boarding schools through muhadhoroh (speeches) and extracurricular activities have a positive impact. The strategies used to instill Islamic educational values through muhadhoroh and extracurricular activities have proven effective. Keywords: Islamic boarding schools, Life skills, Religious education

Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

Contribution of Laxmi Pati Pandey: A Comprehensive Study of Nepali Mathematician and Astrologer

This article presents a comprehensive study of the life and contributions of Pandit. Laxmi Pati Pandey, a distinguished mathematician and astrologer from 18th-century Nepal. The historical context is explored to understand the intertwining of mathematics and astronomy in Nepalese culture, with a focus on the significance of mathematical induction and the evolution of mathematical thought in Shah era of Nepal. It outlines the historical relationship between mathematics and astronomy in Indian culture, emphasizing the close connection between the two disciplines. It also highlights the emergence of mathematical techniques in Siddhiintas, focusing on their application to solve astronomical problems. The study delves into Laxmi Pati Pandey's mathematical works, including his notable translation of book "Bhaswati," and Sanskrit Text "Ratna Deep". The study adopts a qualitative research design, incorporating historical analysis, content analysis, and interviews. Archival research, literature review, and interviews with descendants and experts are conducted to gather information on Laxmi Pati Pandey's background, contributions, and educational practices. Ethical considerations are highlighted to ensure the respectful treatment of information. Thematic analysis is employed to interpret collected data, identifying key themes related to Laxmi Pati Pandey's contributions and educational practices. The analysis involves a comparison of his work with historical sources to identify potential influences and contributions to Nepali mathematics. The findings reveal Laxmi Pati Pandey's significant contributions to mathematics and astronomy, including the translation of Sanskrit slokas into Nepali and the writing of mathematical books. His influence on educational practices and the development of mathematical education in Nepal is evident. The study uncovers his intellectual legacy through his descendants, such as Lila Nath Pandey and Gopal Pandey.

Social capital development in online education and its impact on academic performance and satisfaction

PurposeThe first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development.Design/methodology/approachA quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM).FindingsThe results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally.Research limitations/implicationsThis study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both.Practical implicationsAcademic and institutional management implications are evident, and recommendations are made based on the findings.Social implicationsThe findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies.Originality/valueThe COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.

ROLE OF PROBIOTICS IN DENTISTRY: A QUESTIONNAIRE BASED STUDY

Aim: To assess the awareness and knowledge of dental students and practitioners regarding the role of probiotics in dentistry. Methods: Questionnaire was administered to the students of a SGT University, Gurgaon and general practitioners to assess their knowledge, attitude and practice about rational use of probiotics with respect to oral health. Data was analysed after entering in to a Microsoft excel sheet and by using descriptive statistics. Results : The study found that practicing dentists had the highest knowledge of probiotics, followed by postgraduates and undergraduates. Enhancing education on probiotics is necessary to improve their integration into dental practice. Conclusion: The study underscores the need for improved probiotic education across all levels of dental training to enhance clinical integration. By addressing knowledge gaps, dental professionals can better utilize probiotics to improve patient care. The survey indicates a broad acceptance and awareness of probiotics among dental professionals, with significant emphasis on their benefits for oral and overall health. Both male and female respondents show strong support for incorporating probiotics into oral care, highlighting the potential for greater educational outreach and product development to meet this interest. KEYWORDS: Probiotics, Oral health, Knowledge Aptitude Practice, Questionnaire

Chinese Rural Kindergarten Teachers’ Work–Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity

The loss of rural kindergarten teachers has become a common social concern in China, which is of great importance to the development of preschool education. This study conducted a survey of 2944 kindergarten teachers in mainland China, to explore the relationship between work–family conflict and turnover intention, the mediating effect of emotional exhaustion, and the moderating effect of professional identity. The study used the work–family conflict questionnaire, the emotional exhaustion scale, the turnover intention questionnaire, and the professional identity questionnaire. The results showed that (1) work–family conflict significantly predicted turnover intention; (2) emotional exhaustion played a mediating role between work–family conflict and turnover intention; and (3) professional identity moderated the latter half path of the mediation model, that is, strong professional identity alleviated the indirect predicting effect of work–family conflict on turnover intention through emotional exhaustion. The results clarified the influencing mechanism of work–family conflict on turnover intention, which could help improve rural preschool teachers’ positive emotions and reducing turnover.

Transformative Learning as a Part of Living Theory: A Constant Evolution of Transformative Learning Theory in Lifelong Education

Transformative Learning Theory is one of the major adult learning theories. It has gained significant attention due to its potential to revolutionize education and personal development. Although its popularity has made it branch out from the adult learning theories as a distinct theory with unique characteristics and utilizations, the field of Transformative Learning has fallen into its own disorienting dilemma. The field of Transformative Learning is now in a critical phase as a field of study where it needs to refine itself to better develop its identity and grow. In this article, I will respond to the six questions regarding Transformative Learning Theory and the field of Transformative Learning that the editorial team of the journal asks.

Reflections on coaching and mentoring in the transition to school space

ABSTRACT The learning and development of educators in schools can take many forms. This paper is a critical reflection about the coaching and mentoring practices of the authors, set within the context of a state-wide transition to school initiative in Queensland, Australia. The paper describes the context of the initiative, the role of the authors, critical participatory action research methodology adopted, some of the tasks used, and emerging evidence of the efficacy or otherwise of decisions made. Critical reflection on the processes undertaken, and the rationale for these, have formed the basis for planning coaching and mentoring support through the initiative and constitute the data utilised in this paper.

Building a Hierarchical and Classified “Two-Way” Training System and Cultivating a Dual-Teacher Innovative Teaching Team Through School-Enterprise Cooperation

Teachers are the first resources for the development of schools and actively exploring the construction of double professional teams in vocational education in the new era. It is a decisive factor for the reform and development of higher vocational education to further carry out the fundamental task of moral cultivation and forge the party, so that the people are satisfied with high-quality professional double-teacher innovative teachers and serve the “double high” construction better. Given the difficulty in recruiting and training full-time and part-time teachers, the information database of full-time and part-time teachers is constructed and the double-qualified teacher team is cultivated jointly by schools and enterprises. According to the different abilities of teachers and the needs of individual development, the hierarchical and classified “two-way” training mechanism is implemented to improve the education and serviceability of the double-teacher team. Given the tedious work of the school, the double teacher training platform is built and the key work characteristic is paid close attention, to improve professional serviceability. It has built a team of high-quality double-qualified teachers with noble ethics, exquisite professional skills, reasonable structure and vigour, which provides solid support for the high-quality development of high-level professional groups in the school.

Research on the Development of Integrated Educational Literacy among Students Majoring in Early Childhood Education

In recent years, China has implemented various policies to strengthen the development of inclusive education in early childhood education, particularly focusing on improving the pre-service training quality of teachers in this field. Therefore, this study aims to explore the current state of inclusive education literacy among early childhood education majors. The research subjects are 13 soon-to-graduate students majoring in early childhood education from higher education institutions in Guangdong Province. The study uses a case interview method and employs Nvivo14 software for coding analysis of the textual data. The results indicate that while early childhood education majors generally recognize the concept of inclusive education, they lack a deep understanding of it. They acknowledge the importance of inclusive education courses but have a relatively limited experience with its forms. Additionally, internship experiences with special needs children influence their self-efficacy in inclusive education to a certain extent.

Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.