Scholarship Of Teaching Research Articles

The transferability triad: Exploring possibilities for applicability, resonance and theoretical engagement in health professions education scholarship.

The transferability triad: Exploring possibilities for applicability, resonance and theoretical engagement in health professions education scholarship.

Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature

Abstract Hip-hop culture can be found globally, and hip-hop educators can be found in these same spaces. Therefore, hip-hop has been in classrooms and has been increasingly popular in a multitude of disciplines, including but not limited to health sciences, sociology, and education. Given the vast reach of hip-hop education research, a logical next step is to characterize the impact of hip-hop education scholarship using bibliometrics. We examined hip-hop education through the lens of bibliometrics and social network analysis (SNA). A pool of 371 studies was identified for citation analysis. The findings of this study contribute to the literature by characterizing the development of hip-hop education research. Specifically, we contribute to the field by: (1) identifying key scholarly contributions in hip-hop education and the linkages among them, (2) tracing the evolution of the field over time, (3) analyzing the impact of hip-hop on the field of education, and (4) exploring the cross-disciplinary role of hip-hop education research. Implications are provided for future research and praxis to support learners in urban spaces.

Using ADDIE model for scaffolded learning and teaching intervention

Learning and Teaching (L&T) research is sometimes challenging for lecturers who are not specialists in the Scholarship of Teaching and Learning (SoTL) or instructional design. Good empirical L&T research should be reflective, based on a sound theoretical foundation, and completed like other research, using appropriate steps in data collection. Many L&T researchers often skip to the intervention or implementation without embedding evidence and proper research steps in the project from the beginning. This study aimed to explore the integration of the ADDIE model with L&T interventions incorporating pedagogical theory. It also aimed to examine how the findings from implementing this model in SoTL projects can inform best practices for instructional design and contribute to the broader scholarship on teaching and learning. The study adopted a mixed-method approach with a pre-post-test design. A collaborative interventive research project was purposively selected, focusing on First Year, Senior, and Further Education and Training (SEN&FET) Bachelor of Education students who are trained to teach grades 8-12. The results confirmed the efficacy of the ADDIE model steps as a useful instructional design framework for integrating L&T theories. The study also found that a scaffolded L&T collaborative intervention with sound research methodologies and approaches is beneficial for SoTL projects. Therefore, the study recommends implementing the ADDIE model in different interventive approaches and collaborative educational settings to enhance students' achievement as well as teaching and learning.

Introduction: Celebrating Emerging Scholars in Multicultural Education

The Texas Journal for Multicultural Education addresses the vital need for a dedicated platform to discuss and research issues in multicultural education, especially within the context of Texas. This inaugural issue emphasizes the significance of informed dialogue and research amid recent legislative actions like Texas House Bill 3979 and Senate Bill 17, which challenge inclusive educational practices. Highlighting the transformative role of multicultural education, this journal showcases contributions from emerging scholars who offer fresh perspectives on equity and inclusion. The issue also features presentations from the 2024 Texas NAME conference, underscoring cutting-edge research that shapes the field. By amplifying diverse voices and fostering critical thinking, the journal aims to advance equitable educational opportunities and promote a deeper understanding of multicultural education's impact.

Counting on Change: Conquering Challenges in Teaching Pharmaceutical Calculations

All pharmacists are expected to accurately perform pharmaceutical calculations to ensure patient safety. In recent years, there have been trends in declining performance on the North American Pharmacist Licensure Examination related to calculations. Understanding the cause of this decline and determining methods to correct underlying issues could benefit pharmacy administration, faculty, students, and patients. The aims of this commentary are to present the factors impacting the students’ pharmaceutical calculations abilities, discuss the consequences of declining math skills, and provide a call to action for scholarship of teaching and learning pertaining to calculations, as well as increased administrative support to rectify this challenge.

Decoding the disciplines: creating mutual understanding in multiprofessional education

Decoding the disciplines as a pedagogical approach to overcome threshold concepts in student learning. The method focuses on a process of making discipline-specific thinking and acting more accessible to students in order to enhance their learning process. Students of any discipline have difficulties with discipline-specific contents, methods or ways of thinking or acting, the so-called bottlenecks. In addition, there are bottlenecks specific to each discipline, such as topics related to scientific work. Findings from a Scholarship of Teaching and Learning approach in a multi-professional group of students in an online seminar session during the corona pandemic are presented. A decoding process on how to find a theoretical approach to one’s research question was conducted. The implementation of the decoding method took place either in face-to-face decoding expert interviews or in a writing process using predetermined guiding questions. Students’ reflections on the use of the method were analyzed using normalization process theory to identify facilitating and inhibiting aspects for the face-to-face and written implementation of the method in interprofessional learning groups. The results show that students could experience a role change or a new role when the decoding topic changes. With the interview method in particular, students can take on the role of experts or novices depending on the topic and thus actively participate. Whether a role change happens or not always depends on the dynamics and the communicative exchange of the group. Decoding takes a lot of time, especially for reflective writing.

A Case for the Use of Open Data as a Tool to Incorporate Socioscientific Topics into Neuroscience Education.

Education scholars have called for an increased focus on developing curricula based on culturally relevant pedagogy (Ladson-Billings, 1995). A key tenet of Ladson-Billings' (1995; 2014) theory of culturally relevant pedagogy is the development of students' sociopolitical consciousness, whereby students feel empowered and encouraged to evaluate and solve real-world interdisciplinary problems. Here, we propose that open science datasets could serve as a valuable tool for neuroscience educators to foster their students' sociopolitical consciousness. Using the open data available through the Seattle Alzheimer's Disease Brain Cell Atlas (SEA-AD) as a case study, this article will explore how open science can be leveraged as a tool to encourage socioscientific thinking amongst neuroscience students. We overview a collection of lessons created by the Allen Institute's Education & Engagement team that provides a scaffolded exploration of an open science resource through a socioscientific lens. We supplement our discussion of the lessons with feedback from students who completed the lessons during a day-long workshop hosted at the Allen Institute in Seattle, WA. We conclude by reflecting on the future role this type of interdisciplinary, open science-based approach to curricula could have across neuroscience education more broadly.

The Global Resurgence of Authoritarianism and Its Existential Threats to Education: Implications for Scholarship in Comparative and International Education

The Global Resurgence of Authoritarianism and Its Existential Threats to Education: Implications for Scholarship in Comparative and International Education

Why should I be interested in phenomenographic research? Variation in views of phenomenography amongst higher education scholars

Why should I be interested in phenomenographic research? Variation in views of phenomenography amongst higher education scholars

Addressing the climate emergency with educational approaches: a bibliometric analysis of climate change education scholarship

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-related fields in Web of Science. Using bibliometric techniques, we assessed research trends, author co-citations and journal citations to reveal an evolving publication landscape, including shifts in locations of productive researchers, influential articles, and leading journals publishing CCE studies. Bibliometric techniques help to identify the intellectual knowledge structure and inter-journal referencing, encompassing Theoretical Basis of CCE, Psychology of CCE and Communication, Climate Change within Socioscientific Issues, Conceptions of Climate Change, and Epistemology in CCE. Based on the trends, association networks, limitations and gaps revealed by this analysis, we conclude with suggestions for future research.

International higher education scholarships: a pathway for Palestinians’ academic recovery

International higher education scholarships: a pathway for Palestinians’ academic recovery

Ethical Issues in Researching Higher Education Teaching and Learning

Higher education here is taken to be education beyond school level: often at an institution (a university) that has degree-awarding powers, though some programmes may lead to a diploma, certificate or other award or qualification. Nomenclature around “research” in the associated teaching and learning is contested: professional enquiry, scholarship of teaching and learning, pedagogical research… are some of the terms used. Authors discuss and distinguish such terms. An ethical issue is a circumstance in which a moral conflict arises or is implicit and should be resolved in a morally acceptable way. These include privacy, informed consent, insider research and power relationships within higher education research; there are also fluid challenges around the use of digital contributions. Authors present a narrative exegesis of work in the associated areas, which authors argue will be of use to universities promoting such research, and of particular interest to two groups of academics wishing to systematically develop their practice in ways that contribute to the field: those on teaching-only contracts, who would also demonstrate their research credentials; and researchers from non-education-cognate fields. Authors identify directions for further work.

Factors Influencing Public University’s Role in Community Transformation

Paucity of knowledge exists on the factors that influence the capacity of universities to transform communities, particularly in the Ugandan context. This study examined the internal factors that influence the capacity of Gulu University to contribute to community transformation in Gulu City in Northern Uganda. A cross-sectional study design was used while employing self-administered questionnaire to sample 390 households. Logistic regression model was used to evaluate the influence of internal factors on Gulu University’s role in transforming the surrounding communities. Findings revealed that scholarships by the university (p=.000), enterprises developed within the community through Gulu University’s engagement (p=.007), religious meetings for spiritual transformation (p=.036), and the teaching done at the university (p=.045) had a statistically significant influence on the university’s role in transforming the surrounding community in Gulu city. The study concludes that universities, the central government, and other stakeholders need to focus more on scholarships for further education, enterprise development, supporting the church, and teaching in the university to realise multiplied transformation of the surrounding communities

Pengembangan Kewirausahaan Dan Bantuan Sosial Di Yayasan Almani Kota Batam

This study examines the efforts in entrepreneurship development and social assistance conducted by the Almani Foundation in Batam City. The foundation's entrepreneurship development program includes skill training, business mentoring, and access to capital for local communities, especially youth and housewives. Additionally, the Almani Foundation provides various forms of social assistance such as free healthcare services, educational scholarships, and distribution of food packages to underprivileged families. The aim of these initiatives is to improve economic welfare, reduce poverty rates, and enhance the quality of life of the local community. The results of these programs show an increase in entrepreneurial skills, economic independence, and better access to basic services for the beneficiaries. With a sustainable approach and comprehensive support, the Almani Foundation significantly contributes to creating positive change in Batam City.

“See results anyway”: auditing social media as educational technology

PurposeThis paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.Design/methodology/approachThe authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.FindingsThe authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.Research limitations/implicationsThe authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.Practical implicationsThe paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.Originality/valueThis paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

Unlocking the potential: enhancing higher-order thinking skills in accounting education

ABSTRACT In addition to technical expertise, businesses require accounting graduates to have enhanced higher-order thinking skills (HOTS), such as evaluative and creative skills. Higher education scholars describe pedagogical practices that help students develop HOTS and emphasise the importance for preparing students for career success. Using a qualitative research design, I examine the pedagogical practices of accounting faculty teaching in the United States using data from 25 semi-structured interviews. I find that accounting faculty emphasise application and analysis HOTS more than evaluative and creative HOTS. This study offers insights into how minor adjustments to existing practices can facilitate students’ progression up Bloom's taxonomy (1956), fostering the development of evaluative and creative skills across various accounting sub-disciplines. Students’ mastery of evaluative and creative skill sets is critical to competency development and career success as emerging technologies already routinely apply and analyse data.

STEM Education Research, Policy and Practice in the Caribbean: Imperatives for the Next Five Years

The last 10 years have seen repeated calls of increasing urgency regarding the importance of STEM and STEM education in the Caribbean regional economy (iNews Guyana, 2018; Mitchell, 2018; Warde & Sah, 2014). In 2019, the Journal of Education and Development in the Caribbean published a special issue entitled “STEM Education in the Caribbean: Challenges, Goals, and Possibilities”. In the Editorial to that special issue, we articulated four primary considerations regarding future regional efforts toward integrated STEM education policy and practice (Sweeney & George, 2019, pp. vii-x). The commentary below (i) offers our reflections on the quality and extent of progress toward this goal approximately 5 years after publication of that Editorial (2019–2024); (ii) highlights what we believe to be the key roles and responsibilities of STEM education scholars in the region; and (iii) provides recommendations for integrated STEM education research, policy, and practice in the Caribbean over the course of the next 5 years.

Overcoming organizational fragmentation in environmental education – the networking role of local education offices

Although environmental education (EE) scholars celebrate the diversity of organizations that engage in this work, the challenge remains how to bring these organizations together. Over the last decade, scholars have called for building bridges, but we still know very little about organizational networking and integration processes in EE. In this paper, I analyzed a case study of the first local education office (LEO) to manage an EE network in California. Drawing on institutional theory, I found that the LEO cultivated a local EE organizational field through three complementary strategies of relational work: enabling connections, aligning the field, and holding space. These three strategic tools enabled EE organizations to connect, develop a shared meaning system, and grow their capacity to serve schools. Based on my findings, I propose a model for managing local EE networks, as well as theoretical constructs for understanding organizational processes within the evolving EE landscape.

Cash Waqf Linked Deposit; Sebuah Alternatif Pendanaan Pendidikan Tinggi

This research analyzes the potential of the IPB-BSI-01 Series Cash Waqf Linked Deposit (CWLD) in collecting waqf funds for education. Using a qualitative descriptive approach with interview techniques and documentation studies, it was found that the CWLD Series IPB-BSI-01 succeeded in attracting public interest, collecting more than IDR 19.5 billion in waqf funds. However, this number has only reached 19% of the national target of IDR 100 billion, indicating that there are still large opportunities for improvement. The success of the IPB-BSI-01 Series CWLD is due to the ease of access and flexibility of waqf, transparency and accountability in fund management, as well as the clear benefits of educational scholarships for recipients. Challenges faced include a lack of socialization and literacy of CWLD products in the community, as well as the gap between national targets and current funding. The research conclusion shows that the CWLD IPB-BSI-01 Series has great potential as an important instrument in collecting education waqf funds in Indonesia. Constructive steps that need to be taken include intensive outreach, optimizing technology, diversifying fundraising strategies, strengthening transparency and accountability, as well as developing innovative products and services. With the collaboration of various parties, including the government, educational institutions, the private sector and the wider community, the IPB-BSI-01 Series CWLD program can achieve national targets and provide a significant positive impact on the future of education in Indonesia.

Internationalization as Intermingling? A Qualitative Study of Chinese International Students’ Motivations and Experiences in an Australian University

Internationalization and the concomitant flow of cultural diversity often associated with it are highly prized by universities; many tertiary institutions claim internationalization of the campus, the curriculum, research, and the student body as a major goal, a key performance indicator. However, in the current climate of global international education, overseas student integration and their adjustment difficulties into the life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the failure of international students to integrate into host societies. We question the assumptions underpinning the tendency of universities to link internationalization to the development of interculturality across the campus through bringing together students from different national backgrounds. The belief is that students seek such interactions; internationalization could be achieved through such simplistic practices; this assumption needs empirical scrutiny. In this focused study, we report the motivations and experiences of 24 Chinese international students in an Australian university. A significant majority of the participants reported little interest in intercultural interactions with both host national students and other international students outside their own cultural groups. For those who have hopes of becoming some form of “global citizen,” the experiences of these Chinese students suggest that cross-cultural communication is not as successful as hoped in the spaces of encounters, including classrooms, university student accommodation, and social activities out of the classrooms. The voices of these students suggest the need for intervention in the realization of the internationalization vision held by most universities and a reframing of goals and practices to narrow the breach between lofty rhetoric and the practice of international education.