Directions For Education Research Research Articles

LITERATURE REVIEW: BASIC STATISTICS IN EDUCATIONAL RESEARCH

This paper provides a comprehensive exploration of the role and significance of basic statistics in educational research. Drawing upon historical foundations and theoretical frameworks, the study elucidates the evolution of statistical methodologies and their application in understanding complex educational phenomena. Key pioneers such as Francis Galton and Karl Pearson are highlighted for their foundational contributions, laying the groundwork for statistical analysis in education. The paper examines various statistical techniques, including descriptive and inferential statistics, correlation analysis, regression analysis, and analysis of variance (ANOVA), showcasing their relevance in analyzing diverse aspects of teaching, learning, and educational outcomes. Moreover, the integration of statistical methodologies into educational research is examined across domains such as educational management, policy-making, and teaching practice, emphasizing their role in informed decision-making, resource allocation, and policy formulation. Despite the benefits, challenges such as sample bias and misapplication of statistical tests are acknowledged, underscoring the importance of methodological rigor and statistical literacy among researchers and practitioners. Looking ahead, the paper discusses future directions in educational research, including the integration of advanced statistical techniques and efforts to promote statistical literacy. Overall, this paper offers a comprehensive framework for understanding the complexities of basic statistics in educational research, highlighting its transformative potential in driving positive change and innovation within the education sector.

Flipped Classroom: A Literature Review

The teenagers or students of today have not known a life without technology. It’s been an integral part of their existence, in many cases for the whole of their lives. The students in our age have quite different characterizes when compared to the past and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today in learning activities through the traditional teaching approaches. That’s why the interest in internet based technology within the field of education has increased. Electronic learning environment and online courses are generated. This may be the reason that children easily excepts online learning and spend a significant part of the day in front of the screen, taking online lesson on zoom or Google classrooms or whatever online platform the school has opted during lockdown period in pandemic. Recent advances in technology and in ideology have unlocked entirely new directions for education research. In this regard the educators today show much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped class model. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice- versa. The flipped classroom environment ensures that students become more active participants compared with in the traditional classroom. Keywords : Flipped classroom, Traditional classroom

Visualizing Economics and Business in the field of Education: A Quantitative Analysis of Scholarly Literature

The objective of this study was to examine the fundamental fields of knowledge and forthcoming research directions in Education concerning Business and Economics (EBE) and to examine the spread of EBE and their diverse methodologies in the context of Education. We examined a total of 1246 scholarly articles and 2566 authors in EBE areas, extracted from Scopus databases. For data analysis and visualization of relevant literature, we utilized the science mapping software Bibliometrix. In addition, we conducted thematic evolution analysis, collaboration network analysis, trends analysis, and thematic analysis to extract the essential knowledge domains in the fields of the present study. The findings indicated that the dominant themes among author keywords were Higher Education, Business, and Management, with Entrepreneurship, Strategy, and Innovation being the basic areas of interest. Additionally, the emerging themes included Entrepreneurial Intention and Enterprise Education. The core intellectual themes that were uncovered in this study can assist scholars in gaining a deeper understanding of EBE, while also reducing research time and generating new research questions. To our knowledge, this study is one of the earliest to identify the core intellectual themes of EBE and highlight the research opportunities emerging in the field.

Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education

Higher education is poised at the precipice of the changes and challenges brought about by ChatGPT. This paper addresses some of the most fundamental questions about the role, position, and implications of ChatGPT and generative artificial intelligence (AI) tools amidst the evolving landscape of higher education and modern society. By linking technological affordances with educational needs, we conceptualize ChatGPT as a student-driven innovation with rich potential to empower students and enhance their educational experiences and resources. However, this empowerment comes at a price. It requires collaborative efforts among the stakeholders to address the new and emerging challenges regarding student training, higher education curricula and assessment, and technology development and governance. It also implies new directions for educational research and theories.

Revisiting strategic directions in educational research: Does research actually lead to improvement?

Towards the end of last year I came across an unpublished paper written by John Hattie in 2003 (Hattie, 2003) in which he outlined major strategic directions for school-level education research in New Zealand. Hattie identified 11 major issues facing education, which at the time of writing had not been satisfactorily addressed. Reading this paper […]

From the astro to the nano scale: a learning by doing teaching pathway

From the nano-world to solar systems length-scales span over several orders of magnitude. In young student it is therefore hard to fully understand the relative proportions among different objects even belonging to the same level of complexity. Resizing to humanrelated distances is an effective way to understand the relative distances in astronomic scales or the amount of information contained in a single cell. In general, the use of imagination is essential in educational research as well as the use of different skills in interdisciplinary works. Some appealing example will be given and the result of a pilot learning by doing teaching pathway involving hundreds of young students will be presented. Clues will give indications for future directions in educational research.

State-of-the-Science Conference Proceedings: Improving Education, Training and Employment Outcomes for Youth and Young Adults with Serious Mental Health Conditions

The Learning and Working During the Transition to Adulthood Rehabilitation Research & Training Center (Learning & Working Center; LWC), UMass Chan Medical School, conducted a state-of-the-science conference, “Improving Education, Training and Employment Outcomes for Youth and Young Adults with Serious Mental Health Conditions.” The State-of-the-Science Conference was held during and at the end of the 31st Annual Research and Policy Conference on Child, Adolescent, and Young Adult Behavioral Health (a.k.a. The Tampa Conference) in Tampa, Florida sponsored by the University of South Florida between March 4-7, 2018. The LWC held a post-Tampa Conference “think tank” session with 28 participants to summarize the current knowledge base on the education, training, and work lives of youth and young adults with serious mental health conditions (SMHCs) and to identify future research needed to move the field forward. The proceedings herein include all conference papers and responses as well as final considerations for the future research directions in education, employment and policy and practice.

Transperformative education: Toward a new educational paradigm based on transdisciplinarity and artistic performativity

The study we are presenting in this article is based on an analysis of the critical observations of the state of the art of the prevailing educational systems today through evaluations by institutions like the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-Operation and Development and the logical demand for reform that they call for. As a consequence, we posit an approach to the construction of an educational paradigm based on performative education that draws from performance art, transdisciplinary methodology, and a survey of the specialized literature that frames the epistemological and methodological field of education in complex, ever-changing settings. The methodology used is a heuristic comparison in a pedagogical sense that, based on our analysis of state of the art publications from the educational system, outlines the transfer of the characteristics of performance art and transdisciplinary methodology to the model we call Transperformative Education. As a result of this model, we came up with a proposal for a deep-seated paradigmatic shift that entails everything from the modification of institutional educational policies to the ways of teaching and learning, including, of course, a major challenge: a shift in the direction of educational research.

The “New Racism” of K–12 Schools: Centering Critical Research on Racism

While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

In France, the university has been experiencing a major crisis for several decades in the form of a high rate of student failure, particularly during the licence , or first cycle of studies. This prolonged crisis has led educational researchers to focus on the predictors of student failure in University. This paper reviews the existing literature on both student failure and success in University in the French context. We first conduct a thorough analysis of the various factors explaining failure rates, and then explore in more depth the factors explaining student success, which have thus far been under-researched in France. We identify several types of predicators, including individual-level factors, which have been the focus of extensive research in France over the past number of years, and contextual factors, such as professors’ teaching practices, which constitute a relatively novel focus in French educational research.

Relational thinking and relational reasoning: harnessing the power of patterning.

This article offers an overview of the nature and role of relational thinking and relational reasoning in human learning and performance, both of which pertain to the discernment of meaningful patterns within any informational stream. Distinctions between thinking and reasoning relationally are summarized, along with specific forms of patterning that might be discerned. Next, the article summarizes what is presently known about relational reasoning, and then moves to explore future directions in educational research and in instructional practice that warrant attention based on the empirical literature.

Introduction to the new Editors

For a new editorial team, Research in Education appears to provide a clear and obvious mandate – to publish challenging, well-written and theoretically innovative contributions to ongoing debates in Education, as well as generating fresh ideas and outlining new directions in Education research. Yet when one begins to think seriously about these three seemingly simple words, complexity arises. The UK government’s Research Excellence Framework defines research as ‘a process of investigation leading to new insights, effectively shared’ (http://www.ref.ac.uk/media/ref/content/pub/assessmentframeworkandguidanceonsubmissions/ GOS%20including%20addendum.pdf). But while few would disagree with the importance of notions of originality, significance and rigour in relation to research, what is missing here is a sense of how research is also a rhetorical activity grounded in the use of particular assumptions and techniques in order to construct arguments that will be deemed authoritative and persuasive by particular audiences. Such a perspective foregrounds the differential and contested nature of research, highlighting how practices and assumptions that are deemed legitimate in one community of scholars, such as an emphasis on methodological rigour and transparency as a guarantee of research validity, may be deeply problematic to another community, that, for example, embraces a poststructuralist perspective foregrounding the pervasive and inescapable element of power relations as part and parcel of any claims to knowledge.

Of All Studies, Study Your Present Condition: Essay Review of Denis Dutton's The Art Instinct: Beauty, Pleasure, and Human Evolution (Oxford: Oxford University Press, 2009)

AbstractIn this review I will assess the validity of Denis Dutton's provocative argument for Darwinian aesthetics. In The Art Instinct Dutton draws on the insights of Darwin and the evolutionary psychologists Geoffrey Miller and Steven Pinker to analyse art as the product of evolution. Pinker asserts on the dust cover that ‘this book marks out the future of the humanities – connecting aesthetics and criticism to an understanding of human nature from the cognitive and biological sciences' and that ‘Dutton has made a bold and original contribution to this exciting new field’. Miller's opinion of The Art Instinct is noticeable by its absence. In his review of The Art Instinct, arts academic Richard Hickman concludes: ‘for educators, if we accept that young people have an “art instinct”, then it is incumbent upon us to ensure that this instinct is nurtured and developed’. I agree. My aim is to critically assess Dutton's contribution and speculate about how it might inform future directions in educational research.

Thorough and Thought-provoking: A Review of Packer’s The Science of Qualitative Research

The conflict between qualitative and quantitative directions in educational research is not new; however, this debate has resurfaced in the accountability era. The Science of Qualitative Research by Martin Packer (2011) is a thought-provoking book that explains why one should engage in qualitative research. Artfully combining history, examples, and his own reflections on the topic, Packer offers a list of well-grounded arguments that show the importance of and the need for qualitative research. Although this book does not explain how to design and conduct qualitative studies, it makes a good read for all those interested in theories behind modern qualitative work and for those who want to better understand the roots of scientific social research and common misconceptions about qualitative analysis.

2013 State of the Science Conference Proceedings: Tools for System Transformation for Young Adults with Psychiatric Disabilities

In 2013, the Learning and Working During the Transition to Adulthood Rehabilitation Research & Training Center, UMass Chan Medical School, successfully conducted a state of the science conference, “Tools for System Transformation for Young Adults with Psychiatric Disabilities.” The conference was held at Georgetown University National Technical Assistance Center for Children’s Mental Health on September 24-25th, 2013. We had two goals for this conference. Our first goal was to share and discuss the current state of research knowledge regarding practice and policy supports for strong educational and employment outcomes in young adults (ages 18-30) with psychiatric disabilities. Our second goal was to engage all attendees in prioritizing the knowledge that future research should address, to guide these systems’ efforts, to better launch and support these young adults’ long-term careers. The proceedings herein include all conference papers and responses as well as final considerations for the future research directions in education, employment and policy and practice.

Theoretical Research and Instructional Design of the Flipped Classroom

Recent advances in ideology and in method have unlocked new directions for education research. The flipped classroom is considered as the most attractive way in this discussion. The flipped classroom is a new pedagogical method, which swaps the arrangement of knowledge imparting and knowledge internalization comparing to traditional classroom. Although anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom, it is still an open issue. According to the survey of the prior and ongoing research of the flipped classroom, we found that the flipped classroom still has a lot of room for improvement. In this paper, with an example of computer courses teaching at universities, we study a designing method of classroom interaction, design a test method of teaching effect, and construct a fully functional online learning system and a video recording platform. The paper provides an innovative way to re-form teaching in Chinese schools.

Why We Need Arts Education

This review synthesizes previous research findings regarding the benefits of arts education, particularly in the visual arts, to suggest future educational directions in the United States. It recognizes the current trend in public education emphasizing accountability, which has resulted in diminishing attention to arts education. Participation in arts education may not directly result in improved achievement on standardized tests; however, arts education benefits students in several critical ways, improving students' mental health, self-confidence, and life skills. Arts education also helps foster creativity, and sustains the natural creativity of young children. Suggestions for future research directions in education are discussed.

Why Foucault? New directions in educational research – Edited by Peters, M. A. & Besley, A. C.

(2011). Why Foucault? New directions in educational research – Edited by Peters, M. A. & Besley, A. C. Educational Philosophy and Theory: Vol. 43, Philosophical Perspectives on Cosmopolitanism and Education. Guest Editors: Klas Roth and Nicholas C. Burbules, pp. 313-314.

Book Review: Why Foucault? New Directions in Educational Research

Book Review: Why Foucault? New Directions in Educational Research

Why Foucault? New directions in educational research – By Peters, Michael A & Besley, Tina

The article presents a review of the book Why Foucault? New Directions in Educational Research by Michael A. Peters and Tina Besley.