Education Resources Information Center Research Articles

Empowering English as a Foreign Language Education With the Production-Oriented Approach: A Systematic Review

<p style="text-align:justify">The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. However, traditional teaching methods fall short of meeting the needs of today's EFL learners. In response, the Production-Oriented Approach (POA) has emerged as a new pedagogical approach to address these challenges. Despite its significant impact on EFL education, there is a lack of reviews on the POA. This study conducted a systematic review to explore the POA's effectiveness, challenges, and future trends. Using the PRISMA framework, 31 articles from reputable databases (Web of Science, Education Resources Information Center, Scopus, and Google Scholar) were analyzed, covering the years 2018 to 2023. The study's comprehensive analysis, employing Nvivo, revealed that the POA has immense potential for enhancing English learners' language skills, particularly in reading, speaking, writing, and translating. Moreover, the study highlighted the POA's positive influence on learners' affective factors, including motivation, confidence, critical thinking, and self-directed learning abilities. Nonetheless, the POA faces challenges for both teachers and learners, particularly during the transition from traditional methods and the associated increase in workload. Despite these challenges, this study unequivocally establishes the POA as an effective pedagogical approach for teaching EFL. Additionally, it identifies research gaps that must be addressed to sustain and improve EFL education in the future through further development of the POA.</p>

Art therapy for children and adolescents with autism: a systematic review

ABSTRACT Background Children and adolescents with autism spectrum disorder (ASD) experience a variety of social, behavioural and motor symptoms that impact their daily life. The benefits of art therapy (AT) have been demonstrated with other populations. Aims: This review aimed to investigate the effectiveness of AT for children and adolescents with ASD. Methods Following best practice standards in the conduct of systematic reviews, a comprehensive search of MEDLINE, Emcare, Embase, Cochrane Library, PsycINFO, OTseeker and Education Resources Information Center databases and grey literature was conducted in February 2023. Two reviewers independently undertook a two-stage literature screening process. The McMaster critical appraisal tool was utilised to determine the methodological quality of the included studies. A narrative synthesis was used to synthesise the results. Results Seven studies of varying methodological quality were included in this review. The modality and parameters of AT varied between studies, as did measures of outcomes. However, improvements in social skills (communication, interpersonal relationships and social behaviour), behavioural skills (hyperactivity/inattention and assertion) and motor skills (fine motor skills, balance and flexibility) were reported in the literature. Conclusions While AT may offer positive improvements of ASD symptoms for children and adolescents, further methodologically rigorous research is required to substantiate these findings. Implications The use of AT in clinical practice should be underpinned by sound clinical reasoning and use of robust outcome measures to evaluate the impact of such interventions.

Measures implemented in the school setting to contain the COVID-19 pandemic.

Measures implemented in the school setting to contain the COVID-19 pandemic.

Psychological and social consequences of deafblindness for siblings: a systematic literature review.

The onset of deafblindness profoundly impacts both the individual with this condition and the individual's family, including siblings. While current studies have primarily focused on the impact felt by parents or spouses, the distinct experiences of siblings have received comparatively less attention. This systematic review addresses the existing research gap regarding the psychological and social consequences experienced by siblings of individuals with deafblindness. A comprehensive search was conducted across multiple electronic databases, including PsycINFO, PsycARTICLES, Dissertations & Theses (on ProQuest), ERIC (Education Resources Information Center), International Bibliography of the Social Sciences (IBSS), Sociological Abstracts, Google Scholar, PubMed, and Cairn Info. Seven studies were identified as meeting the eligibility criteria for inclusion. The review revealed that siblings of individuals with deafblindness face psychological and social challenges, including emotions such as feelings of neglect, resentment, embarrassment, jealousy, and anxiety. Siblings also grapple with communication difficulties, contributing to feelings of exclusion and insecurity. In addition, these siblings take on significant responsibilities within the family and encounter obstacles in forming relationships outside the family. These findings underscore the need of interventions to improve the well-being of siblings of individuals with deafblindness by addressing their psycho-emotional needs and promoting positive social interactions. These findings align with studies conducted on siblings of children with other disabilities. However, additional research is crucial to investigate overlooked dimensions, particularly positive factors like coping mechanisms and resilience, that may influence the mental health and social experiences of these siblings.

Metodologias de ensino para atenção primária na graduação de medicina e fisioterapia: uma revisão sistemática

Primary Health Care enables an inclusive and efficient approach with universal health coverage to meet people's health needs. Thus, the aim of this review was to find out the teaching methods and educational tools, which do not involve contact with real patients, are used in the training of undergraduate medical and physical therapy students for primary care. The databases used were Education Resources Information Center and Pubmed with the studies published until November 21, 2019, in English, Spanish and Portuguese. Methods and tools used, they were divided into non-experiential, experiential and mixed. It was possible to present several teaching methods and educational tools used and their effectiveness; the profile of professionals for this practice scenario; the change in the training of professionals with a person-centered, not disease-centered, look; as well as, gaps on the topic in the literature and elaborate recommendations for future studies. This review presents teaching methods and educational tools, which do not involve contact with real patients and can contribute methodological strategies to enable students to practice.

Promoting Faculty Diversity in U.S. Higher Education Institutions: The Case of Faculty of Color

The current landscape of higher education has seen efforts by universities and colleges to promote a sense of belonging and inclusion for students, faculty, and staff. In this study, I investigated faculty diversity in U.S. higher education institutions focusing on faculty of color. Critical Race Theory and Affirmative Action served as the conceptual frameworks for this study. For data collection, I utilized journal articles on Ohio University’s library website, Google Scholar, and the Education Resources Information Center (ERIC); and this lasted between March 2023 and June 2023. I analyzed the data using thematic analysis. The findings of the research revealed a lack of mentorship for faculty of color. Additionally, faculty from underrepresented groups had to navigate their educational institutions on their own without any assistance. Faculty of color also experienced feelings of isolation due to the absence of faculty who shared their background. At the end of the study, I recommended that diversity, equity, and inclusion should not be viewed as merely a checkbox for funding or accreditation purposes. The findings of this study can provide valuable insights for higher education institutions as they strive for diversity, equity, and inclusion.

Engagement in Online Postgraduate Nursing Programs: An Integrative Review

Demand for online education has increased in recent decades. Uptake of postgraduate nursing education in this mode is on the rise, yet many students do not achieve completion. Student engagement is vital to success in online postgraduate nursing programs. Technology enables a more efficient means of monitoring engagement, yet limited literature is available on how the design of online postgraduate nursing programs impacts student engagement. This integrative review aims to identify barriers and facilitators to engaging in online postgraduate nursing programs. Four databases, including Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, Scopus, and Medline, were systematically searched to identify relevant literature published over the period 1990 to 2022. Fifteen papers met the inclusion criteria. Thematic analysis generated three themes: design and delivery, support and connectivity, and student factors and success. The findings of this review uncover the range of indiscriminate variables and experiences that students have with online learning, making engaging instructional design a complex process. Nursing faculty require time and resources to develop skills specific to delivering “distance” education without being distant to the students. This review concludes that online postgraduate nursing programs are not a panacea, with ethical issues identified for higher education providers.

Systematic review of quantitative research on digital competences of in-service school teachers

This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus, and the Education Resources Information Center. Through a rigorous selection process involving search terms, inclusion and exclusion criteria, and an assessment of article quality, 44 articles were chosen from an initial set of 1845. Findings reveal that the assessment of in-service teacher digital competence typically encompasses five dimensions: (1) planning and preparation of digital-based lessons, (2) use of digital technologies to support teaching practices, (3) implementation of classroom activities incorporating student use of digital technologies, (4) utilization of digital technologies to foster 21st-century skills in students, and (5) emphasis on student digital skills. Furthermore, studies in the field tend to prioritize the measurement of in-service teacher abilities to use digital technologies for instructional planning and as a teaching resource. There is less emphasis on measuring their competence in guiding student-centered activities or developing students’ skills. The primary factors explaining digital competence include sociodemographic characteristics, technology use, teaching practice, experience, and attitudes towards ICT. In conclusion, the results highlight the need for a greater consensus and specification regarding the operationalization of in-service teacher digital competences, as well as the improvement of measurement instruments.

Global status of chiropractic education research: a scoping review protocol.

The objective of this scoping review is to map the volume and nature (topics, study designs, regions) of chiropractic education research relating to chiropractic learners and programs worldwide. Education of the health workforce is critical to reach population health goals. Chiropractic educational programs are expanding globally; however, the state of chiropractic education research is not known. A better understanding of the volume and nature of chiropractic education research will inform education research priorities and development of chiropractic programs, and assist with preparing a stronger chiropractic workforce to address world health goals. This scoping review will consider articles that study students, faculty, administration, staff, graduates, and programs in any chiropractic education setting, including graduate, clinical, postgraduate, and specialty training, in any country. Articles on non-educational topics or clinical research will be excluded. This review will follow the JBI scoping review methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The databases to be searched include PubMed, Scopus, CINAHL, Index to Chiropractic Literature, Biblioteca Virtual em Saúde, and Educational Resources Information Center from their inception. All languages will be considered. Two reviewers will independently screen records using predefined eligibility criteria and extract data using tables. Data extracted from eligible articles will include study design, participants, region, and topics. The results will be presented in a narrative summary with data presented in tabular and diagrammatic formats. Open Science Framework https://osf.io/9b3ap.

Investigation of Pancreatic-beta Cells Role in the Biological Process of Ageing.

Cellular senescence is associated with the formation and progression of a range of illnesses, including ageing and metabolic disorders such as diabetes mellitus and pancreatic beta cell dysfunction. Ageing and reduced glucose tolerance are interconnected. Often, Diabetes is becoming more common, which is concerning since it raises the risk of a variety of age-dependent disorders such as cardiovascular disease, cancer, Parkinson's disease, stroke, and Alzheimer's disease. The objectives of this study are to find out the most recent research on how ageing affects the functions of pancreatic beta cells, beta cell mass, beta cell senescence, mitochondrial dysfunction, and hormonal imbalance. Various research and review manuscripts are gathered from various records such as Google Scholar, PubMed, Mendeley, Scopus, Science Open, the Directory of Open Access Journals, and the Education Resources Information Centre, using different terms like "Diabetes, cellular senescence, beta cells, ageing, insulin, glucose". In this review, we research novel targets in order to discover new strategies to treat diabetes. Abnormal glucose homeostasis and type 2 diabetes mellitus in the elderly may aid in the development of novel medicines to delay or prevent diabetes onset, improve quality of life, and, finally, increase life duration. Aging accelerates beta cell senescence by generating premature cell senescence, which is mostly mediated by high glucose levels. Despite higher plasma glucose levels, hepatic gluconeogenesis accelerates and adipose tissue lipolysis rises, resulting in an increase in free fatty acid levels in the blood and worsening insulin resistance throughout the body.

Preparing occupational therapy students for practice in rural areas: a scoping review protocol

IntroductionDespite greater needs in rural areas, occupational therapists are maldistributed to urban spaces which limits service access and health outcomes for rural people and communities. Preparation of students for rural...

Nursing students’ Health Literacy skills: a scoping review protocol for driving research

IntroductionThe healthcare systems in Europe are changing rapidly due to the increased complexity of healthcare needs, specifically for the ageing population with chronic diseases. Nurses play a key role in...

The Role of the School Nurse in E-Cigarette Prevention and Cessation: A Scoping Review.

E-cigarettes have rapidly gained popularity among youth in recent years. This scoping review identifies opportunities for school nurses to incorporate e-cigarette prevention strategies into their practice and identifies gaps for future research in school nursing evidence-based practice. Using the methodological framework developed by Arksey and O'Malley and advanced by Levac et al., a literature review was conducted using PubMed, Cumulative Index to Nursing and Allied Health (CINAHL), and Education Resources Information Center (ERIC) databases. A total of 15 articles were included in the final review. Articles for inclusion addressed interventions aimed at reducing e-cigarette use in K-12 schools. The results highlight two general types of school-based interventions: (1) universal e-cigarette prevention education and (2) targeted e-cigarette use-cessation programs. Each of these types of interventions presents a leadership opportunity for school nurses to engage within all domains of their scope of practice.

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

<p style="text-align:justify">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>

School feeding in Ethiopia: a scoping review

Introduction Undernutrition is a major public health problem in developing countries, especially in Sub-Saharan Africa. Undernourished children are smaller and have low weight. To solve this issue, school feeding (corn-soya blend, vegetable oil) started in 1994 in Ethiopia. Thus, this scoping review aims to map the evidence relating to school feeding programs and their potential role in managing children`s nutrition in Ethiopia.Methods This scoping review is informed by the methodological framework of Arksey & O’Malley for scoping reviews and recommendations on the framework by Levac and colleagues. The databases searched included the Education Resources Information Centre, International Initiative for Impact Evaluation, Cochrane Library, MEDLINE, and Google Scholar. To ensure its comprehensive search, grey literature sources were searched. The search was undertaken on 26 April 2023. Studies on school feeding, such as coverage, and studies that evaluate the educational and nutritional impacts of school feeding in Ethiopia, regardless of study designs, were included. Reports (publications) about school feeding without scientific methodology were excluded.ResultTwenty-seven studies were included in this review. It includes cross-sectional, prospective cohort, laboratory-based analysis, experimental, case study, and qualitative study designs. The school feeding program results were inconclusive, while some indicate a positive effect on body mass index, height, thinness, anemia, weight, dropout rate, class attendance, and enrollment. The others showed that the school feeding program did not affect stunting, thinness, weight, hemoglobin level, enrollment, attendance, dropout rate, and academic achievement. Factors affecting school feeding programs negatively include poor quality food and financial constraints. However, no literature on school feeding program coverage was found.ConclusionSchool feeding programs improved nutritional status, and academic performance, although some studies show any effect. Poor-quality food provisions and financial constraints affect school feeding programs. There are mixed findings, and further research is required to determine the effect of school feeding programs conclusively. To ensure the program's sustainability, it should be supported by a national policy, and budget allocation is needed. In addition, more evidence should be generated to show the coverage of school feeding programs in Ethiopia.

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

BackgroundTeam-based learning (TBL) is an evidence-based pedagogical method that has been used in undergraduate medical education since 2001. However, its use in clinical disciplines is rarely reported, and the impact of its implementation is not known. The aim of this study was to explore and map the published literature on the impact of implementing TBL in clinical disciplines in undergraduate medical education.MethodsA comprehensive search of Medline, Education Resources Information Center (ERIC), and Web of Science databases was performed on November 24, 2021 and updated April 6, 2023, using relevant Medical Subject Headings (MeSH) and free-text terms. Original research studies reporting on the implementation of TBL in clinical disciplines in undergraduate medical education published in peer-reviewed English language journals were included irrespective of their methodological design.ResultsThe initial search identified 2,383 records. Of these, 49 met the inclusion criteria. Most of the studies (n = 44, 90%) described the implementation of a modified version of TBL in which one or more TBL steps were missing, and one study had undefined protocol for the implementation. The most reported outcomes were knowledge acquisition (n = 38, 78%) and students’ satisfaction or attitudes toward TBL (n = 34, 69%). Despite some differences in their results, the studies found that implementing TBL is associated with increased knowledge acquisition (n = 19, 39%), student engagement (n = 6, 12%), and student satisfaction (n = 31, 63%).ConclusionsMost of the studies reported positive results in students’ satisfaction and students’ engagement, whilst the results on knowledge acquisition and retention were more contradictory. In most of the studies, TBL was implemented in a modified form and diverse comparators were used. The methodological quality also varied. Thus, no unequivocal conclusions could be drawn regarding the value of implementing TBL in clinical disciplines. More studies with rigorous methodologies are needed in this field.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis.

To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder. Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases. The review included experimental studies with preschoolers and schoolchildren with ASD. Two independent reviewers selected the studies and, in case of disagreement, a third reviewer was consulted. Joanna Briggs Institute checklists were used for risk of bias. A random effects meta-analysis was performed and the certainty of the evidence was assessed using the GRADE tool. Eight studies with some impact on phonological awareness were reviewed. The risk of bias was low and moderate. The certainty of the evidence was low for randomized trials and very low for non-randomised trials. Comparison of pre- and post-therapy on the Preschool Literacy Test (TOPEL) showed that children with ASD improved phonological awareness, with a mean difference between baseline and post-therapy of 6.21 (95% CI = 3.75-8.67; I2 = 0%). Shared reading and software activities with words and phrases can alter phonological awareness. These results support further research with larger samples and a detailed description of the intervention to observe its effectiveness in phonological awareness.

DISPARITIES IN RURAL UNIVERSITIES TRANSFORMATION: A REVIEW FROM A SOUTH AFRICAN PERSPECTIVE

In recent years, the South African government has placed a greater emphasis on transforming rural universities. This has been driven by a desire to increase access to higher education and improve the quality of education in rural areas. However, this process has not been without its challenges, among which is the fact that rural areas tend to be less developed than urban areas, making it difficult to attract and remain in the fulcrum of development. This paper is located with an Asset-Based Community Development (ABCD) approach toward transforming rural universities in South Africa. A systematic review approach was employed to investigate the problem, which enabled the researchers to draw logical conclusions from the findings of exhaustive literature to address the problem of the paper. After systematic scrutiny, inclusion and exclusion criteria were operationalized by limiting to 8 relevant articles. The databases used were Google Scholar, ResearchGate, Scopus, JSTOR, ScienceDirect, Web of Science, and Education Resources Information Centre (ERIC). Findings revealed that Inequality, Poor physical infrastructure, and Lack of Information and Communication Technology (ICT) infrastructure and training support in Rural Universities were dimensions against rural university transformation in Africa. The paper, therefore, concludes that rural universities (RUs) are grappling with several challenges thwarting their efforts in delivering quality teaching and learning with the recommendation that adequate infrastructure, policy change, and provision of academic support for students should be provided.

The Inspiring Educators' Characteristics: A Systematic Review

Inspiration plays a pivotal role in higher education as it fosters student motivation and encourages the pursuit of profound knowledge, enriching the educational experience for educators and students. The purpose of this study is to review the characteristics of inspiring educators that have previously been studied in the context of higher education. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement has been used as a guide to ensure that systematic reviews are reported transparently and comprehensively. Seven criteria have been established to determine whether a document qualifies for inclusion in this review. The 18 chosen studies are journal articles published between January 1, 2003, and June 30, 2023. The publications were retrieved from Emerald Insight, Education Resources Information Centre (ERIC), and Google Scholar. The review has identified three main categories of characteristics displayed by inspiring educators. The first relates to personal qualities; the second involves teaching pedagogy, knowledge, and technical expertise; and the third focuses on the relationship established with students. Combining these three categories results in a complete set of characteristics for inspiring educators. This review provides valuable insights for educators, students, and universities regarding the essential characteristics educators must possess to effectively inspire students in and outside the class.

Impact of e-learning service quality on student satisfaction during the Covid-19 pandemic: A systematic review

Educational institutions around the world transitioned from face-to-face learning to online learning as a direct result of the COVID-19 pandemic. This sudden transition had grave consequences on e-learning service quality (ELSQ) and student satisfaction with online learning; however, what dimensions of ELSQ impacted student satisfaction most during the COVID-19 pandemic remain unclear. This study represents the first systematic effort reviewing and synthesizing the available literature on the relationships between the various dimensions of ELSQ and student satisfaction with online learning during the COVID-19 pandemic. We searched the databases Education Source, Education Resources Information Center, and Computer & Applied Sciences Complete for quantitative studies. The results show that ELSQ dimensions were positively associated with student satisfaction with e-learning during COVID-19 pandemic. System quality was the most commonly demonstrated predictor of student satisfaction, followed closely by instructor and course material quality. Little research has focused on the administrative and support service aspect of ELSQ. The most frequent system-related subdimensions were perceived ease of use, perceived usefulness, website design and content, responsiveness, functionality, technical support, advantages and compatibility of ICT, and information quality. The most prevalent instructor- and course-related subdimensions were the course content and design, instructor quality, student-student and student-instructor interactions, responsiveness, and instructor support.