Educational Research Research Articles

Understanding policy changes: dilemmas of funding reform in Indonesian higher education

ABSTRACT In the interpretive tradition, the study on policy changes focuses on analyzing the shift of framework of agreed and shared meanings amongst actors. While ‘dilemmas’ offer an analytical lens to understand policy change, their application remains limited. Drawing from the experience of funding reform for research in Indonesian higher education, this article explores the meanings and ideas associated with output-based funding mechanism. Affirming the established understanding within the interpretive tradition, this article finds that a policy change is a matter of actors’ inter-subjectivity and intra-discursive reasonings. This results in a wide acceptance of the new funding mechanism. However, by conceptualizing that actors are also institutionally situated, the concept of dilemmas unveils extra-discursive tensions and conflicts that confront actors’ understanding and receptivity of change. This finding underscores the significance of combining actors’ intra- and extra-discursive contexts in enriching the interpretive analysis of socio-political events.

Team science in interdisciplinary health professions education research: a multi-institutional case study.

The interdisciplinary nature of health professions education requires exploration of problems by interdisciplinary research teams. Drawing on the Dynamics of Cross-disciplinary Research Development conceptual framework, this study explores the processes and experiences of an interdisciplinary research team, identifying elements of successful collaboration. Case study data were collected from a team of nine researchers from six universities. Data included meeting minutes and researcher reflections. Researcher reflection and meeting minute themes converged within the framework constructs: Contexts and inputs, social learning processes, social capital outcomes, and knowledge and human capital outcomes. This study provides a blueprint for interdisciplinary researchers indicating that successful collaboration starts with transparent, distributed leadership. The convergence of data illustrates how social learning processes, social capital outcomes, and knowledge and human capital outcomes facilitate research team outcomes.

Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda

The adoption of Early Grade Reading (EGR) Methodology in 2013 in Uganda brought on board different stakeholders to effectively implement it in the education eco-system. With reference to this particular study, we examined the crucial role of Coordinating Center Tutors (CCTs) in Wakiso District, Central Uganda in the effective implementation of EGR methodology. Wakiso District’s socio-economic and cultural diversity necessitates an adaptive approach to EGR, making CCTs indispensable in tailoring instructional methods. Specifically, we set out to scrutinize how CCTs assess EGR instructional practices, and effectiveness of their training programs on effective implementation of EGR in primary schools in Wakiso district. Data was collected from six purposively selected CCTs through face-to-face interviews. Key findings reveal the multidimensional role of CCTs as trainers, mentors, and community engagers. Their instructional practices, range from center-based training to partnered reading, showcasing a holistic strategy. Positive impacts on literacy development, including enhanced comprehension and confidence among learners, under-score the effectiveness of these practices. Continuous professional development initiatives and targeted training contribute significantly to CCT competency, bridging gaps in their earlier college training. In conclusion, the study emphasizes the dynamic role of CCTs in carrying out ongoing support and targeted training programs. The recommendations encompass mentorship programs, collaborative learning environments, diverse instructional methods, continuous professional development, strengthened partnerships, increased community involvement, a structured referral system, and a dynamic learning environment. This study contributes to the understanding of the intricate dynamics surrounding EGR implementation, providing insights for educational policy-makers, practitioners, and researchers aiming to optimize literacy outcomes in diverse contexts.

Mentalizing Care: Adult Attachment and Structural Factors as Predictors of Representational Mind-Mindedness in Early Child-Care Professionals.

Out-of-home childcare is increasingly essential in many children's lives, significantly impacting their wellbeing and development. Central to high-quality care is the concept of caregiver mind-mindedness (MM), the ability to recognize a child as a unique psychological individual with thoughts, feelings, intentions etc., as this capacity is linked with more optimal responsiveness to children's needs. Despite its importance, the factors influencing MM in professional caregivers remain under-researched. We examined the association between structural factors, self-reported adult attachment, and caregiver representational MM assessed in an interview. The sample consisted of 128 childcare professionals from 30 Danish early childcare centers (children aged 0-2.9 years), participating in a randomized controlled trial. Overall, our results showed that longer employment in the current position was associated with higher levels of representational MM, i.e., increased tendency to describe children in terms of their mental states as opposed to more behavioral or external features. In contrast, more years of experience working in childcare as well as attachment-related avoidance were associated with lower levels of representational MM. These results indicate that personal characteristics, like adult attachment, may be a relevant focus for early education and care research and training.

Inside the November 2024 Issue

Dear Readers, We are thrilled to bring you the second issue of the ninth volume of POCUS Journal. Published since 2016, POCUS Journal is the only multi-disciplinary, peer-reviewed, POCUS-focused journal that is free for authors and readers alike. This issue features a variety of POCUS articles from around the world: from North America, South America, Europe, Asia, and even Australia. In addition to novel cases with striking POCUS images and video clips, this issue boasts a great deal of educational research at all levels: Danila et al. (page 80) report on their study of how POCUS can augment a medical student preclinical cardiovascular course while Piro et al. (page 93) studied the impact of just-in-time POCUS curriculum on internal medicine residents; Janjigian et al. (page 109) studied the longitudinal impact of a faculty POCUS training course. POCUS is a powerful tool with a wide range of applications: for example, it can be used both to diagnose musculoskeletal conditions (Doblinger et al. page 15 and Mack et al. page 27) and to treat musculoskeletal conditions (Bowling et al page 12, and McCreary et al. page 30). POCUS can also be used to predict heart failure readmission (Malagón et al. page 125). We are so excited to showcase pivotal POCUS scholarship like this in the November issue. I hope you enjoy this issue of POCUS Journal as much as I have. A huge thank you to our authors, editorial board, and publisher. Sincerely , Benjamin T. Galen, MD Department of Medicine, Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, NY, USA

Fostering Critical Thinking About the Critique of Religion: An Empirical Multi-Case Analysis

Having the right to criticize religion is important for healthy democracies. However, much critique of religion has led to increased levels of polarization. This article explores how religious education can help facilitate critical thinking regarding the critique of religion. By analyzing actual teaching practices about the critique of religion, this article contributes to the field of religious education research in three ways. First, it contributes empirically to the field of religious education, which to a limited degree has studied authentic classroom practices through observations. Second, it contributes theoretically to the field by analyzing which contextual dependencies of teaching facilitate critical thinking about the critique of religion. Third, this study builds on and adds to the prior research about the critique of religion within religious education, which has mainly been theoretical.

Similar Foci, Different Lenses: Literacy Education Beliefs and Practices of Chinese and U.S. Teachers

The differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts. However, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S. (n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers’ espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers’ beliefs and practices manifested differently in the two groups, but they reflected similar sources. Understanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research.

The Role of Digital Training for Human Resources in the Relevance of Research Within the University

This article examines the role of digital human resources training in the mastery of digital research management (DRM) in universities. For they are primarily responsible for structural change and innovation in university research. Notwithstanding this, this paper aims to detect and identify the technical and digital deficiencies that mitigate the level of achievement in research. Method: Our approach is based on an empirical study via a sample of 135 research specialists who will be interviewed and organized as follows: 34 teachers and 34 PhD students from the université Chouaib Doukkali in El Jadida, and 33 teachers and 34 PhD students from the université d' Ain Chock in Casablanca. Nevertheless, we focused on the use of SPSS software. The chi-square test and Cramer's Phi V will form the basis of our analysis, in order to process and interpret the data. At the same time, we will assess the correlation and strength of the relationship between the dependent and independent variables Our study is based on a hypothetico-deductive approach that takes into consideration a mixed reflection based on qualitative and quantitative methods. The results of this study reveal that human resources are not being provided with specific training in MDR research, which is seen as a means of strengthening and modernizing research in higher education. Result: The results attest those human resources are not trained by digital management strategies to carry out research projects, however, cel impacts relevance, excellence and above all innovation in scientific research. Conclusion: In short, the aim of this article is to explore and determine the level of training of human resources for a digital transformation that positively impacts the world of creation, invention and innovation of new professional knowledge, reflexive and professionalizing, specific to scientific research on a national and international scale. Keywords: Digital management, research, university, challenges, prospect

Building: A Possibility for a Post-critical Perspective in Educational Research

Abstract The aim of this article is to give an example of how an exercise in post-critical educational research might be conceptualised. The example refers to an inquiry into building a public sphere around education in Poland. First, a post-critical approach in educational research is defined with reference to the two dominant perspectives of social research, namely the (neo)positivistic and the critical paradigm. Next, and following insights of Hannah Arendt and Jacques Rancière, the idea of building is presented in terms of the persistent introduction of a new beginning into a social reality through acting in line with an assumption (an axiom) that, from the point of view of critical knowledge about the current status quo, seems fictional (or impossible). Such a persistent verification of an impossible axiom aims at establishing a sphere of exception from the dominant social order, offering—through the ideas of Alain Badiou and Giorgio Agamben—a non-dialectical logic of social transformation. Finally, in conclusion the article focuses on the phenomenon of condensation as one of the key results of the exemplary research project analysed throughout the text. This points to the kind of knowledge that post-critical research projects are able to bring about.

Characterizing Research Teams

Abstract Research in health professions education (HPE) is often executed by teams—groups of individuals working together to solve a problem, reconceptualize an issue, or conduct a study. Teams frequently involve individuals from different disciplinary backgrounds or professions1,2 who work collaboratively to accomplish specific scholarly goals. Matching team composition to research goals is critical for ensuring the team has the skills and perspectives necessary to generate, integrate, and mobilize the desired knowledge. Drawing on literature,3,4 we describe the who, what, how, and when of 4 types of research teams.

‘Get a butt like a rock’: cultivating adolescents’ critical consciousness of physical self-concept through a physical education intervention

ABSTRACT Background Adolescents frequently struggle with body-related concerns, making Physical Self-Concept (PSC) a crucial component of their overall self-concept. Prior research in Physical Education (PE) has suggested various physical training programmes aimed at improving PSC. However, these studies often overlook the underlying sociocultural influences to PSC, such as social media or peers. Therefore, the present study examines the role of critical PE in addressing the sociocultural influences on PSC during adolescence. Purpose The purpose was to examine the effects of a critical PE unit designed to enhance students’ PSC and their critical consciousness of it. Research questions included the effects on students’ PSC, the relationship between PSC and their critical consciousness of it, and the students’ perceptions of the critical PE unit approach. Method The research design followed a mixed methods approach. A single-case intervention was conducted which involved 70 students aged 14–15 in a Spanish high school. The intervention comprised a 9-hour critical PE unit focused on fitness, emphasizing the exploration of body issues prevalent in social media and fitness culture. Data were generated before and after the unit using the Physical Self-Concept Questionnaire (PSCQ) to evaluate changes in PSC. Post-unit ad-hoc questionnaires offered insights into students’ perception of improvement in PSC and critical consciousness, reflections on the unit's content and overall evaluation. Qualitative insights came from ad-hoc questionnaires, a focus group, field notes and assessment activities. Reflexive Thematic Analysis was used for the qualitative data analysis. Findings No significant changes were observed in PSC after the unit. However, students expressed heightened awareness of sociocultural influences on PSC, particularly concerning gender-based beauty ideals, though discussions were often limited to physical attractiveness. Many students did not critically examine how biomedical knowledge shapes cultural perceptions, as seen in their proposal of body mass index as a criterion for body validation. For a few students, learning new concepts was transformative, enabling them to challenge dominant body-related narratives. Despite this, many maintained neoliberal individualistic self-empowerment narratives without adopting a more politicized perspective on PSC. Moreover, the unit received positive feedback, especially from girls, with Instagram facilitating critical discussions and amplifying students’ voices. A supportive teacher created a safe space for meaningful dialogue, though some concerns were raised about the emphasis on reflection over physical activity. Conclusions This study underscores the complexity of developing PSC in adolescence and highlights the need for critical PE to address it effectively. Future research should expand the focus of PSC beyond physical attractiveness to examine how biomedical discourses shape cultural perceptions of the body. Additionally, greater emphasis should be placed on encouraging students to challenge neoliberal narratives that influence body perceptions.

Students’ ratings to evaluate effective teaching practices of secondary schools in Bangladesh

PurposeInternational studies have emphasised the importance of effective teaching for student learning. However, few studies have investigated teaching practices in Bangladesh. The purpose of the study set out to explore the mathematics teaching behaviour of secondary school level of Bangladesh.Design/methodology/approachA convenient sampling strategy was used to collect 502 grade nine students’ perceptions from 15 mathematics classes within Dhaka Metropolitan City (DMC). A valid and reliable student questionnaire was used where the students rated their mathematics teachers' teaching behaviours identified in the dynamic model of educational effectiveness (DMEE).FindingsThe findings from the quantitative analysis of the student evaluations revealed that the mathematics teachers demonstrated structuring, modelling, questioning, teacher–student interactions and teacher dealing with misbehaviours in their daily classroom teaching.Research limitations/implicationsA small sample of mathematics classes were chosen in the study; hence, the findings may not be totally representative nor generalisable to the population of secondary mathematics teachers within Dhaka, Bangladesh.Practical implicationsThe study conducted in Bangladesh contributes to the international dimension to educational effectiveness research. The findings from the study provide partial support for teaching factors and dimensions in DMEE (Creemers and Kyriakides, 2008), and emphasise the need for further studies, particularly in cross-cultural contexts.Originality/valueThis is the first study to evaluate teaching behaviours of secondary mathematics teachers through students’ perceptions in Bangladesh. It contributes important insights about teaching behaviours to inform the development of evidence-based policy and practice on quality teaching in the region.

The construction of ‘we’ empowering music practice in kindergarten

ABSTRACT Singing together fosters connections across social contexts. While this activity is expected to flourish in kindergartens and nurseries, studies from multiple countries have highlighted a growing decline in confidence in singing among both kindergarten teachers and students. To address this, Kulset and Halle [(2020). Togetherness!: adult companionship – the key to music-making in kindergarten.’ Music Education Research 22 (3): 304–314] introduced ‘we’, promoting adult companionship and collective music-making. This study deepens the ‘we’ concept and its practical implications. Using Cultural-historical Activity Theory (CHAT), we compared recent studies on self-concept in musicality among kindergarten teachers and students. While existing research emphasises the significance of nurturing musical skills and a theoretical understanding of musicality, our analysis suggests that practical engagement in music-making mainly as a collaborative effort could catalyse a transformative shift towards fostering musical togetherness. We propose adjusting music programmes in kindergarten teacher education to prioritise such collaborative music-making skills. Practical ‘we’ implementation could reverse declining confidence in singing, instead fostering musical companionship.

To use or not to use: ERIC database for medical education research

Introduction Bibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not. Methods We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied. Results Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (SD = ±29), or 119 (SD = ±15) for the last 10 years from 2013 to 2022. Conclusion ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development.

Cracking the code of teacher burnout: the chain mediation of GPT integration degree through behavioral engagement and classroom atmosphere in a cross-level chain mediation model

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice.

Outcomes of transitioning from mandatory to elective research at a dental school in Southern California.

The purpose of this study was to assess the impact of a curricular change from mandatory to elective research on the student research outcomes at a Southern California Dental School over ten years. Additionally, the perception of dental students and faculty toward research in dental education was assessed. A survey was distributed to determine the perception towards research in dental education, motivation and barriers for pursuing research and the possibility participants would pursue research-even if the school did not mandate it. The survey was distributed to a total of 507 dental students and 121 full-time faculty. Both dental students (80.6%) and faculty (91.4%) agreed that learning about research is important in dental education. Both cohorts generally agreed that research experience enhances dental training, supports the scientific basis of dental treatment methods, and correlates with clinical ability. The majority of students (77.0%) disagreed with mandating research while faculty (77.6%) believed that it should be mandated. Lack of time was the single most stated barrier for participating in research. The overall trend during the transition from mandatory to elective research showed that initially there was a stark drop in students and faculty participation and projects being carried out. However, with deliberate planning, research outcomes steadily increased. We conclude that dental students and faculty have a positive perspective on the importance of research in dental education and actively engage in research and mentoring activities when provided with a supportive and encouraging environment. This participation occurs regardless of whether research is mandated or elective.

Evidence of Strategic Information Literacy Practices in Early Career Teachers' Navigation of TeachersPayTeachers

Teachers Pay Teachers (TPT) has emerged as the most popular online educational marketplace of the moment, but exactly how curriculum marketplaces support professional learning and classroom curriculum design is still an emerging area of inquiry in educational research. This paper explores the perspectives of six novice teachers on the supplemental teaching materials available on TPT. Through semi-structured think-aloud interviews, we identified tensions related to teachers’ landscapes of practice, institutional mistrust, perceived authoritativeness of TPT sellers, curriculum marketplaces as altruistic platforms, and the affordances and constraints of TPT for managing finite resources. Findings suggest that professionals who work with preservice and in-service teachers must reframe their discussion of curriculum marketplaces toward developing early-career teachers’ critical curriculum cultivation practices. Such reframing has the potential to influence how educators make use of online curriculum marketplaces, what resources they download, and how those resources are employed.

Introduction: Post-Criticality and the Pursuit of an Empirical Philosophy of Education

Abstract This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centered on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This introduction sets the stage for a suite of articles that explore affirmative, engaged methodologies, which prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice.

Video Assisted Learning Module (VALM) for the Least Learned Competencies in General Mathematics

This educational design research aimed to develop and evaluate a video-assisted learning module (VALM) to enhance learners’ mathematics proficiency and improve teachers’ instructional efficiency. The study, anchored on the ADDIE Model, gathered data from year 11 and 12 pupils and five experts. Analysis revealed least-learned competencies in general mathematics, particularly exponential, logarithmic and inverse functions. The VALM comprised a learning module with supplementary video content. The module included a cover page, preface, objectives, study and practice guides, assessment, references, solution boxes, graphing pages and an answer key. The video featured a title, disclaimer, objectives, step-by-step solutions and references. Both learners and experts rated the materials highly acceptable regarding learning objectives, content, organisation, presentation, format, design, activities, and assessment. The VALM was helpful, easy to understand, enjoyable, convenient and mobile. Results suggest that video-assisted learning modules are conducive to enhancing mathematics proficiency and serve as practical supplementary instructional tools across various teaching-learning scenarios in general mathematics.

Human and Nature in Physical Education and Health: A Diffractive Analysis of Policy Documents

Abstract The research field of physical education and health (PEH) holds a great potential for exploring environmental issues, but the interest has been scarce. In this paper, we aim to trouble the separation of humans and nature, which has long been reproduced in PEH research and practice. To frame the problem, we turn to environmental education (EE) research, where scholars have argued that the human/nature divide serves as a foundation for environmental degradation. Drawing on Karen Barad’s posthumanist framework of agential realism, we explore the emerging conceptualisations of humans and nature when Swedish PEH policy documents are diffractively read through previous research, the concept of agential cuts and our own historicities. The analysis is presented through three diffraction patterns emerging around movement, health and indoors/outdoors, phenomena which are central not only to PEH but also to EE. We conclude that thinking with diffraction can open spaces within PEH educational policy for reimagining existing binaries between humans and nature. In this way, PEH practice might contribute to troubling the foundations for environmental injustices and issues of unsustainability.