Educational Practice Research Articles

Academic-practice partnerships in evidence-based nursing practice: A theory-guided scoping review.

Academic-practice partnerships have the potential to solve many challenges in evidence-based nursing practice which is crucial for high-quality care. To identify the existing knowledge on academic-practice partnerships in evidence-based nursing practice. We conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed. Dedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic-practice partnerships for evidence-based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers. The assumption proposed in the practice-academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence-based nursing practice. Academic-practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence-based nursing practice. However, it is essential to conduct a broader range of high-quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic-practice partnerships in evidence-based nursing practice. IMPLICATIONS FOR NURSING EDUCATION, PRACTICE, POLICY AND RESEARCH: The "theoretical framework of academic-practice partnerships in evidence-based nursing practice" could theoretically guide academic and clinical nursing staff to collaborate on evidence-based nursing practice and related research and education programs. The academic-practice partnerships in evidence-based nursing practice could lead to a win-win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence-based foundation for policymakers to develop supportive policies for academic-practice partnerships in evidence-based nursing practice.

Belonging in Higher Education: A Twenty Year Systematic Review

Belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings. The goal of this paper is to dissect the complexities of belonging, examining its various determinants, the diverse impacts it has on student university populations, and the range of strategies that effectively nurture this sense of belonging. We conducted literature search in August 2023 using the Web of Science database, focusing exclusively on publications from the Journal of University Teaching and Learning Practice. We used a combination of keywords like ‘belonging’, ‘university belonging’, ‘social belonging’, and other related terms, ensuring a comprehensive collection of relevant studies. A total of 133 articles were identified, with 77 selected for detailed full-text review. The final selection process resulted in 33 articles for the systematic review. Key results from our review indicate that belonging in higher education involves four main themes: connectedness to peers, staff, and the institution; feeling safe and part of the community; being valued and accepted; and embracing diversity and inclusion. These themes reflect a holistic understanding of belonging as a multi-dimensional concept, significantly influenced by institution-wide approaches, inclusive environments, educator practices, and quality relationships. The variation of belonging experiences identifies key challenges such as exclusion of diverse groups, lack of connection opportunities, and insufficient support relationships. Effective strategies for fostering belonging include targeting multiple system levels, building relationships, employing diverse educator practices, leveraging technology and creating inclusive environments.

Leadership in uncertainty: Improvisation and positioning in municipal adult education

This study examines how six principals in Norwegian adult education centres (AECs) navigate and make sense of and navigate the multifaceted and uncertain environment in which they act. Specifically, the study aims to explore the significance of improvisation and positioning in the principals’ day-to-day decision-making and leadership as they address the challenges posed by complex migration patterns, shifting policies, and diverse student populations. The principles were interviewed in spring 2018, and selected to represent the diversity of such centres. Through initial analyses, the study identified that the environment of AECs was characterised by complexity, unpredictability, and uncertainty. Moreover, results indicate that improvisation and planning interplay. In addition, improvisation is strengthened by a collective focus on improvement, unpredictability as a rule and diversity as a strategy. Regarding leadership understood as positioning, we see how the principals assert their roles through power dynamics, acting on potential for change, and collaboration. Recognising the unique challenges faced by AEC principals, there is a need for targeted support and professional development that addresses the importance and understanding of improvisation and positioning in AEC-leadership. Moving forward, our findings should have implications for research, policy, and practice in municipal adult education. Key words: Principals, adult education centres, unpredictability, positioning, improvisation.

Leadership, Learning and Teaching Practice in Higher Education: A 2016-2023 Bibliometric Review

The Journal of University Teaching and Learning Practice (JUTLP) has now published its twentieth annual volume, maintaining a record of publication for two decades now. This year, on the occasion of the journal’s 20th annual volume, we seek to identify the distinctive contributions and influence of JUTLP as a research journal and how that influence has changed over time. This review has two broad purposes. First, it intends to empirically document the scholarly publications that has accumulated in JUTLP over its two decades of publication. Second, we seek to identify the noteworthy contributions that JUTLP has made to the field of leadership, teaching and learning practice in the higher education environment. This review is based on the analysis of 403 articles published in JUTLP between 2016 and 2023. Bibliographic data (e.g., authors, title, abstract, keywords, citations) in these articles were analysed using a bibliometric analysis method comprising of descriptive statistics, document citation and co-citation analysis, author co-citation analysis and keyword analysis. The review yields an empirically grounded findings on JUTLP ‘corpus of knowledge’ that provides useful indications and recommendations for the journal’s future development.

Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

AbstractScholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

The Experiences of Non-PE Teachers in Teaching First Aid and Emergency Response: A Phenomenological Study

This phenomenological study aimed to explore and understand the experiences of non- PE teacher in teaching First Aid and Emergency Response in District I Asuncion, Davao Del Norte. The participants’ experiences, coping mechanisms, and insights were gathered. The theory and the idea of the study were gleamed through the Skills Acquisition Theory of Fitts and Posner (1967), Pedagogical Content Knowledge (PCK) by Shulman (1987), and Experiential Learning Theory by Kolb (1970). Out of the fourteen (14) participants who participated in this study, seven (7) non-PE teachers underwent in- depth interviews (IDI), and another seven (7) for focus group discussion (FGD); (7) participants of them participated virtually through Zoom application while the other (7) participants underwent to a face-to-face interview. They selected to purposive sampling technique. As to the experiences of the non-PE teachers, the following themes emerged: experiencing lack of resources; inadequacy of training opportunities; giving value to learning first aid and emergency response; having struggles in teaching due to insufficient knowledge and skills; provision of practical knowledge and personal growth; having lack of confidence and uncertainty in teaching first aid; and having students who actively participating. To address the issues and challenges, the non-PE teachers mentioned the following: application of experiential learning in practical knowledge skills education; collaboration with people in first aid and emergency response; being optimistic and enthusiastic; sustaining creative adaptation and comprehensive readiness; and utilizing online resources for knowledge enhancement. They also cited insights they could share with others through the themes that emerged; provisions of support, training, and seminar- workshop for non-PE teachers; integration of practical application in real scenarios; continuous professional development in first aid and emergency response; and practice of being calm in emergency response. The results are deemed essential to non–PE teachers, students, the Department of Education, School Administrators, and other stakeholders to give awareness and create best practices that would provide great help in delivering quality teaching of First Aid and Emergency Response, training techniques that would motivate and encourage the non- PE teachers.

The Role and Relevance of Foreign Universities in Making Indian Higher Education Internationally Empowered

In the contemporary knowledge economy, providing sufficient access to diverse and globally competitive higher education institutions for the younger generation is a critical responsibility of the state. However, given India's vast population, it is not feasible for the government alone to meet the immediate demand for higher education opportunities for all eligible individuals. While the domestic private sector can complement government initiatives in offering higher education, the presence of foreign educational institutions is vital for demonstrating esteemed educational practices in developing countries like India. The entry of foreign universities can enable domestic institutions to seek and adopt new pedagogical strategies and research practices, thereby elevating the overall quality of the higher education sector. This proposed study examines the role and relevance of foreign universities in empowering Indian higher education to achieve international standards. The study is more qualitative in nature as it reflects the public's concerns over the role and relevance of foreign universities in the country. Through a comprehensive review of relevant literature, the study aims to identify existing research gaps. The present paper is an investigation of the diverse ways in which the establishment of foreign universities here can contribute to the smooth and speedy enhancement of Indian higher education to consistently compete internationally.

Development of a Scale of Skills in Teaching Work and Innovation in University Education

This study aimed to validate a scale for subjectively measuring teaching competencies for innovation in higher education. The scale was developed by creating a set of items that underwent content validity through the Delphi technique and face validity. A survey was then conducted with 523 higher education professors. The resulting scale, called the STW-ICE Scale, consists of four dimensions: continuing education, creativity, digital fluency, and scientificity. We found that the scale has psychometric properties that allow for subjective measurement of the proposed competencies. The SmartPLS and SPSS software were used for data assessment. Additionally, we found high levels of teaching skills in the sample for all dimensions. Based on these findings, this study successfully achieved its goal of developing and validating a scale. We hope that this scale will be used not only for classificatory diagnoses but also to encourage reflection on teaching practices in higher education with a focus on innovation.

Life safety culture: the concept and the problem of its formation in educational organizations

   Life safety culture is considered to be one of the most important components of basic general education in modern conditions. Its main vector is focused on adequately solving the priority tasks of ensuring personal and national security. In this regard, the scientific problem considered in this article seems to be relevant and in demand in modern educational practice, because the effectiveness of ensuring the safety of the entire world community depends on the level of development of the life safety culture of each person.   The problem of the research is to identify the content of the category “life safety culture” and the theoretical basis for justifying the process of its formation among students in educational institutions.   The purpose of the research is to reveal the category “life safety culture” in various fields of knowledge and to substantiate the main theoretical determinants of its formation in educational institutions.   The following methods were used in the study: analysis and synthesis of scientific and methodological literature, methods of visual presentation of information. The results of the research contribute to the study of scientific and theoretical aspects of organizing the pedagogical process of forming a life safety culture in educational institutions, as well as scientific and theoretical approaches to substantiate the definition of «life safety culture».   Key conclusions. Three approaches to the content of the category “life safety culture” have been identified - social-philosophical, psychological and pedagogical ones; the prerequisites for constructing pedagogical influences on the formation of a culture of life safety in educational institutions have been indicated: principles (general and specific), and the directions ofthis activity have also been detected.

From the lab to the classroom: Improving children's prospective memory in a natural setting.

Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-life PM tasks is still unknown. The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children's PM in a natural setting, namely in the classroom. Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study. As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children's everyday prospective and retrospective memory failures were also collected. Results showed that encoding strategies were effective in enhancing children's PM performance. However, differences compared to previous laboratory-based findings emerged since predicting PM performance resulted to be most effective in enhancing real-life PM performance. Moreover, parent reports were related to children's PM performance. These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices.

Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses

Limited research has explored how perceived teacher support and math self-efficacy jointly impact math achievement, as emphasized by social cognitive theory. This study uses both variable-oriented and person-oriented approaches to examine their joint and independent effects. Additionally, it investigates gender differences in math achievement and the moderating role of gender in the impact of perceived teacher support and math self-efficacy. Chinese primary school students (n = 1725, Mage = 8.97, 41.62 % girls) in grades 3 and 4 participated. Results show: (1) T1 math self-efficacy positively predicts T2 math achievement in structural equation modeling, with perceived teacher support demonstrates a short-term predictive effect at T1. (2) Significant gender differences in T1 math achievement diminish over time. (3) Person-oriented analysis revealed both the independent and joint effects of perceived teacher support and math self-efficacy on math achievement. These findings offer insights into factors influencing math achievement and ways to enhance it. Educational relevance statementThe study reveals that perceived teacher support independently influences math achievement, suggesting the need for extra support for students with low perceived teacher support. Additionally, it emphasizes the compensatory effect of math self-efficacy, advising practitioners to maintain support for students with low math self-efficacy and high perceived teacher support, and to actively nurture math self-efficacy for those with high math self-efficacy and low perceived teacher support. The joint effect of math self-efficacy and perceived teacher support underscores the importance of tailored support to enhance both aspects. Finally, addressing gender differences, the study highlights the need to provide enhanced support for male students in educational practice.

Implications of Philosophical Thinking on the Practice of Inclusive Education in a Social Context

Inclusive education refers to an education system that allows all children without exception to learn together in one classroom. Inclusive education is based on philosophical thinking that emphasizes equality, social justice, and respect for diversity. The purpose of this study is to analyze the implications of philosophical thinking for the practice of inclusive education in a social context. This study applies a qualitative research approach, using a literature study as a data collection technique. The collected data were analyzed through three stages, namely data reduction, presenting data, and drawing conclusions. The results show that philosophical thoughts on equality, social justice, and respect for diversity form the basis for inclusive education practices. Philosophical thinking has significant implications for inclusive education practices. Inclusive schools that are based on strong philosophical thinking have greater potential to achieve their goal of providing quality and equitable education for all children

Black Queer Men Transgressing Masculine Normativity

ABSTRACT This qualitative study examined how Black queer men (BQM) in college conceptualized gender and sexuality as they navigated hegemonic and toxic forms of masculinity. Mobilizing queer of color critique, we delve into data from a multi-year critical ethnographic study to unearth the worldmaking practices that BQM engage to dislodge and disrupt the omnipresent gender norms they faced within postsecondary contexts. Our analysis yielded three themes related to BQM experiences with masculinities: (a) perspectives on hegemonic masculinities, (b) queering the politics of intimate and platonic relationships, and (c) institutionalized heteronormativity. We argue that BQM experience insidious forms of heteromasculinity, compulsory heterosexuality, and heterogenderism in college. We conclude by offering implications for higher education research, practice, and policy.

Quantifying Executive Functions: Bilingual Education's Cognitive Impact in Special Education

This research examines how bilingual education affects the cognitive executive skills of kids in special education. The research investigates the correlation between bilingual proficiency and EFs, taking into account the moderating influence of demographic factors such as age, gender, and socioeconomic position (SES). The sample consisted of 120 kids who were part of special education programs. The study included evaluations of their multilingual competence and executive functions. Statistical methods such as t-tests, ANOVA, regression, correlation, and ANCOVA were used to investigate the relationships between bilingualism, executive functions (EFs), and demographic variables. The results show a strong positive correlation between bilingual proficiency and executive functions (EFs), indicating that increased proficiency is linked to improved EF performance. Moreover, socioeconomic status (SES) was shown to be a major predictor of executive functions (EFs), underscoring the relevance of including socioeconomic considerations when evaluating cognitive results. The findings highlight the cognitive benefits of bilingual education for kids in special education and provide valuable information for educational practice, policy, and future study.

Challenges Experienced by Physically Challenged Learners in Practical Physical Education Classes in South Africa: A Systematic Analysis

This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes. Keywords: Physical Education, Physically Challenged Learners, Practical Classes, Systematic Analysis

Using the PLUS Framework to support supervisors to make the most of practice education supervision: Experiences from Singapore

Introduction: Practice education is a crucial component of occupational therapy education, providing students with hands-on experience in real-world settings. Supervisors play a vital role in shaping students’ learning experiences, and the Professional Learning through Useful Support Framework, developed in the United Kingdom, serves as a guide for supervisors. However, its applicability in different cultural contexts remains uncertain. This qualitative study explores the perspectives and experiences of supervisors in Singapore who used the Professional Learning through Useful Support Framework to guide their supervision of students. Method: Nine new and five experienced supervisors participated in semi-structured interviews, during a 7-week practice education period. Interviews were transcribed and analysed using template analysis. Findings: Three themes were developed: The Professional Learning through Useful Support Framework brought awareness to supervisors’ supervisory techniques and guided their actions; The Professional Learning through Useful Support Framework gave permission to use a range of supervisory strategies; and The Professional Learning through Useful Support Framework could be used as a catalyst for enhancing support for supervisors. Conclusion: The Professional Learning through Useful Support Framework positively influenced supervisor communication and encouraged a purposeful approach to student supervision. Challenges emerged in implementing the concept of ‘safe failure’ due to cultural attitudes towards success, necessitating cultural adaptation. The study suggests introducing educational opportunities and ongoing support to use the Framework to enhance supervisor skills.

The Word Family with the Headword <i>Tutor</i> in the Modern Russian Language

This article provides a detailed description of the family of lexemes derived from the headword tutor (‘t’yutor’) that are commonly used to refer to people, features, actions, processes, or phenomena in the current education landscape of Russia. Such new words have become increasingly popular, yet poorly covered in lexicographical sources on the Russian language. Here, the analysis is based on available dictionary entries, the Russian National Corpus, academic publications on educational practices, and mass media texts. The semantics and functioning of the headword tutor were established. Its high derivational, combinability, and syntagmatic potentials were revealed. The methods used include continuous sampling, analysis of dictionary entries, and descriptive survey. Based on the results obtained, the word-formation chains and paradigms were identified. Furthermore, the derivational meanings and the ways to create neologisms with the headword tutor were outlined. 

Facilitating collaboration between Japanese high schools and universities: a qualitative exploration of the role of education outreach coordinators

IntroductionIn recent years, universities have been expected to participate in Japanese high school education, especially in the “period for inquiry-based cross-disciplinary study.” Despite various university faculties engaging in diverse educational practices, there is insufficient research on human resource development and the creation of mechanisms to ensure continuous development.MethodsThis study conducted semi-structured interviews from July to November 2023, with 15 educators from universities and high schools, among others, to explore the current state of educational collaborations between these institutions and identify potential solutions.ResultsA reflective thematic analysis of the interview identified two key themes: the significance of university involvement in high school education and conflict areas generated from this collaboration. The findings suggest that the success of these initiatives relies on the involvement of coordinators who possess a high level of expertise and competencies.DiscussionThese coordinators, who work in the “third space” in universities, are crucial for realizing the ideal outcomes of educational collaborations between universities and high schools in Japan’s new educational environment.

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

Confronting well-being and mental health in the ‘therapeutic university’: implications for educators, students and the curriculum

ABSTRACT This is a conceptual paper that examines the emergence of the ‘therapeutic university’ and considers its potential implications for policy and practice in Higher Education (HE). Concern over the well-being and mental health of university students both in the United Kingdom (UK) and internationally has recently intensified in media, academic and political spheres, to the extent that Higher Education Institutions (HEIs) are increasingly offering a diverse range of ad-hoc initiatives and practices based on the language and techniques of an equally diverse popular psychology. An emotionally oriented ‘therapeutic university’ (TU) is emerging from a complex intertwining of policies of social liberalism, specifically widening participation, and policies of economic liberalism which seek to cultivate the higher education (HE) sector as a competitive marketplace. While the TU might appear to offer the potential to alleviate mental health conditions, these therapeutic practices are frequently conceived as self-evidently good and rarely subjected to any critical scrutiny. This article explores three inter-related sets of concerns regarding the implications of the TU for educators, students and the curriculum and, through an exploratory account, illustrates these trends from our own lived experiences of working within a TU. Framed by insights from critical pedagogy, we critically analyse the current well-being agenda in the British HE sector and how this positions educators as ‘agents of well-being’ rather than ‘agents of criticality’.