Research-based Knowledge Research Articles

Teaching practices for differentiating mathematics instruction for middle school students

ABSTRACT Three iterative, 18-episode design experiments were conducted after school with groups of 6–9 middle school students to understand how to differentiate mathematics instruction. Prior research on differentiating instruction (DI) and hypothetical learning trajectories guided the instruction. As the experiments proceeded, this definition of DI emerged: proactively tailoring instruction to students’ mathematical thinking while developing a cohesive classroom community. Analysis of 10 episodes across experiments yielded five teaching practices that facilitated DI: using research-based knowledge of students’ mathematical thinking, providing purposeful choices and different pathways, inquiring responsively during group work, attending to small group functioning, and conducting whole class discussions across different thinkers. The latter three practices, at times, impeded DI. This study is a case of using second-order models of students’ mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students’ thinking are at the heart of differentiating mathematics instruction.

Gender Differences in End-of-Life Care in Older Mexican American Adults.

Mexican Americans (MAs), 1 of 10 subgroups of Latinos, are the largest and fastest growing Latino subgroup in the United States; yet, their access to end-of-life (EOL) care using hospice services is low. An investigation was needed into extant research-based knowledge about factors influencing EOL care decisions among MAs to guide health-care professionals in assisting MAs to make timely, acceptable, and satisfactory EOL care decisions. To determine whether gender was an influence on EOL decision-making among older MAs, CINAHL and PubMed were searched for articles published between 1994 and 2018. Relevant sources were also identified through the reference lists of review articles. Reports were included if they were written in English, involved participants aged 50 years and older who identified themselves as MA, and data derived directly from participants. Reports in which MAs were not equally represented in the sample, large databases, and instrumentation development and testing articles were excluded. Of the 345 unduplicated articles identified in our electronic search and the 47 identified through review articles, 22 met the inclusion criteria. Content analysis was conducted using a priori codes from the Ethno-Cultural Gerontological Nursing Model (ECGNM). Only 8 (36%) of the 22 articles reported on MA older adults' gendered experiences related to EOL decision-making. Results indicate an association between gender and EOL decision-making. As the older MA population grows, tackling disparities in EOL services use requires attention to how culture and gender influence EOL decision-making and care.

Bridging the gap between research and practice: how teachers use research-based knowledge

ABSTRACT This article describes how research-based knowledge was used in practice in an action research project which examined student dropout. The research was conducted as ‘research circles’ and involved systematic and organised cooperation between researchers and practitioners, in this case college teachers. Based on interviews with the teachers, we found that research-based knowledge was used in a variety of ways: as concepts for discussing real-world experiences, as confirmation of the teachers’ practical experiences, as a frame for understanding praxis, to inform action, to conduct research activities, and as a way of legitimising the importance of the practitioners’ performance in their daily work. The teachers used knowledge from previous research as well as that developed during the course of the project. However, findings indicated that research-based knowledge appeared to be more useful for talking about and understanding practice rather than guiding practical action. In order to deepen its impact on practitioners’ actions, researchers and practitioners should work together to translate research-based knowledge and theoretical concepts into practice and specify how practitioners can apply it when developing their actions. Therefore, action researchers should allocate time to the process of transforming research-based knowledge into practical actions – in co-operation with practitioners – as an integral part of their research project.

Business-to-business marketing research: Assessing readability and discussing relevance to practitioners

Business practitioners tend to show little interest in academic journals, raising concerns that research-based knowledge potentially relevant to their managerial practice might evade them. The literature suggests academic writing style as one of the major reasons for this lack of interest. Against this background, we quantitatively examine the readability of 150 business-to-business (B2B) marketing research articles published in five leading journals. Our analysis identifies certain variations across journals and categories of papers, implying that it is possible to improve readability. We discuss the possible role of improved readability in encouraging practitioners to read B2B marketing research, while potentially increasing its relevance.

Shared decision-making in advanced kidney disease: a scoping review protocol

IntroductionPatients with advanced kidney disease (AKD) have to make difficult treatment modality decisions as their disease progresses towards end-stage kidney disease. International guidelines in nephrology suggest shared decision-making (SDM) to...

Visual Analysis on Information Theory and Science of Complexity Approaches in Healthcare Research.

In order to explore the knowledge base, research hotspot, development status, and future research direction of healthcare research based on information theory and complex science, a total of 3031 literature data samples from the core collection of Web of Science from 2003 to 2019 were selected for bibliometric analysis. HistCite, CiteSpace, Excel, and other analytical tools were used to deeply analyze and visualize the temporal distribution, spatial distribution, knowledge evolution, literature co-citation, and research hotspots of this field. This paper reveals the current development of healthcare research field based on information theory and science of complexity, analyzes and discusses the research hotspots and future development that trends in this field, and provides important knowledge support for researchers in this field for further relevant research.

Vocational teacher students’ critical reflections in site-based education

ABSTRACT Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.

FerrDb: a manually curated resource for regulators and markers of ferroptosis and ferroptosis-disease associations.

Ferroptosis is a mode of regulated cell death that depends on iron. Cells die from the toxic accumulation of lipid reactive oxygen species. Ferroptosis is tightly linked to a variety of human diseases, such as cancers and degenerative diseases. The ferroptotic process is complicated and consists of a wide range of metabolites and biomolecules. Although great progress has been achieved, the mechanism of ferroptosis remains enigmatic. We have currently entered an era of extensive knowledge advancement, and thus, it is important to find ways to organize and utilize data efficiently. We have observed a high-quality knowledge base of ferroptosis research is lacking. In this study, we downloaded 784 ferroptosis articles from the PubMed database. Ferroptosis regulators and markers and associated diseases were extracted from these articles and annotated. In summary, 253 regulators (including 108 drivers, 69 suppressors, 35 inducers and 41 inhibitors), 111 markers and 95 ferroptosis-disease associations were found. We then developed FerrDb, the first manually curated database for regulators and markers of ferroptosis and ferroptosis-disease associations. The database has a user-friendly interface, and it will be updated every 6 months to offer long-term service. FerrDb is expected to help researchers acquire insights into ferroptosis. Database URL: http://www.zhounan.org/ferrdb

Basic pharmacy research knowledge in the Kingdom of Saudi Arabia

Basic pharmacy research knowledge in the Kingdom of Saudi Arabia

BUILDING TOGETHER

The objective of the article is to underline the importance of community-based participatory research, which involves institutional researchers and community practitioners, in establishing local and regional research priorities in relation to HIV/AIDS. We describe an 11-month-long reflection process conducted by a research collective in the Abitibi-Témiscamingue region of northern Quebec. The significant results of the joint reflection and discussion process included: the development of local capacities for research and collective action, involving academics and practitioners; the valorization of participatory research; and the increased accessibility of research-based knowledge for community actors involved in the fight against HIV/AIDS. In contrast with more traditional research methods, the participatory approach situates the balance of power within a research collective that jointly determines, throughout the course of the project, the priorities that best reflect local needs for HIV/AIDS research. This initial process of discussion resulted also in the joint validation of a forthcoming grant application to be submitted to the Canadian Institutes of Health Research (CIHR).

Assessing the Training Needs of Teachers on the 21st Century Pedagogical Skills and Personal Development

The study identified and assessed the training needs of teachers on the 21st century pedagogical skills and personal development. The participants included randomly selected 92 (30%) of 307 elementary school teachers from the Department of Education in Alicia, Isabela. In gathering data, the researchers administered a survey questionnaire and informal interview. Data analysis focused on descriptive statistics such as frequency, percentage and mean. Findings revealed that teachers need professional training on the following 21st century pedagogical skills: content knowledge, use of ICT, strategies for developing critical and creative thinking, and research-based knowledge and principles in teaching and learning. They also need personal development training in stress management, interpersonal and communication skills and balancing work and family. They have moderate to high level of training need. They prefer presentation format like demonstration, lecture, use of videos and field trip, and flexible schedule. The study may help school administrators to develop and implement a contextualized training and development program package for a specific group of teachers.

Embracing a culture of lifelong learning – in universities & all spheres of life

AbstractThis presentation will provide an introduction to the concept of lifelong learning, exploring its relevance and potential for future human development. Lifelong learning – comprising learning in formal education, in non-formal contexts and informal ways – plays an increasingly important role within society and also within the higher education sector. Universities have a social responsibility towards society, conducting research that benefits society, making research results widely and openly available, communicating research to the wider community, and providing learning opportuntities for people of all ages and social backgrounds.Increasingly, the global community acknowledges that lifelong learning – available to all, at every stage and in every sphere of people’s lives – is key to addressing the multiple challenges faced by humanity. Lifelong learning fosters people’s capacity to deal with change and to build the future they want. This is profoundly important given the disruption and uncertainly resulting from the familiar threats and opportunities of demographic change, the climate crisis, the rapid advance of technology and, more recently, the COVID-19 pandemic. In such uncertain times, new ways of learning provision have to be found.Learner autonomy is the foundation of this lifelong learning culture. Learning to learn has become a basic competence, as has managing one’s own learning journey and creating one’s own learning biography. Understanding all levels of learning as learner-centric presents a crucial shift to fundamentally thinking and planning education with demand in mind. This way, learners are active agents rather than passive recipients of prescribed knowledge. They co-design and use any learning process and its outcomes actively to realize their potential as fully as possible.Learning is understood as a collective process, taking place among peer groups, within communities and across generations. Education emphasizes becoming global citizens who care about each other, other communities and the planet. Consequently, lifelong learning is for all, and learning opportunities can be created for and with the most excluded learners. There is a global learning ecosystem, built collectively to inspire and empower learners with a plethora of opportunities. The learning ecosystem integrates diverse learning modalities fluidly, including all digital-based and real-life experiential learning as well as blends of formal, non-formal and informal learning. The learning opportunities allow for planned or spontaneous, individual of collective learning. There is easy access to face-to-face and online learning opportunities as local infrastructure, global connectivity and sponsored devices are available for all. New pedagogical and andragogical principles have been developed, including innovative blended learning concepts that integrate digital and face-to-face elements while considering learners’ specific needs.The presentation will link these future-oriented ideas of lifelong learning with the higher education context, the open science movement and explore ways in which research-based knowledge can be provided to learners in different contexts.

Xenbase: deep integration of GEO & SRA RNA-seq and ChIP-seq data in a model organism database.

Xenbase (www.xenbase.org) is a knowledge base for researchers and biomedical scientists that employ the amphibian Xenopus as a model organism in biomedical research to gain a deeper understanding of developmental and disease processes. Through expert curation and automated data provisioning from various sources Xenbase strives to integrate the body of knowledge on Xenopus genomics and biology together with the visualization of biologically significant interactions. Most current studies utilize next generation sequencing (NGS) but until now the results of different experiments were difficult to compare and not integrated with other Xenbase content. Xenbase has developed a suite of tools, interfaces and data processing pipelines that transforms NCBI Gene Expression Omnibus (GEO) NGS content into deeply integrated gene expression and chromatin data, mapping all aligned reads to the most recent genome builds. This content can be queried and visualized via multiple tools and also provides the basis for future automated ‘gene expression as a phenotype’ and gene regulatory network analyses.

Ontological model of the e-scenario of scientific research as a means of organization of the operational research base

The subject of the research is the effectiveness of information support ofresearch activity on the basis of application of modern network technologies ofe-remote access to the distributed systems of knowledge formation. The purposeof this article is to identify the ontological model in the format of the E-scenarioof scientific research, as a means of organizing an operational research knowledgebase. The methodology of the work is the use of information and communicationtechnologies (ICT) and methods of ontological modulation of knowledge bases inthe field of information support for scientific research. Results of the work is theontological model of E-scenario of scientific researches as a means of organizationof operational research base of knowledge is offered and the principles and methods of its construction are defined. Conclusions-One of the promising directionsof further refinement of the provided model of E-scenario of scientific researchesis development of methodological, ontological and logical bases of knowledge construction on its basis. Ontologies play a crucial role in describing the formationof such systems. This involves solving urgent problems of increasing the effectiveness of research. One of the promising tasks for the development of ICT providedis the creation of a system of ontological descriptions of various objects of scientific research in the process of research activities, which simultaneously becomesa means of mastering the methodology of scientific knowledge and the formationof new research bases of knowledge. The use of the proposed method of constructing the ontological model of the E-scenario of scientific research allows to makethis process more personalized on the one hand and more mobile and unrestrictedin the format of electronic dissemination of knowledge on the other. That is, thegiven system of knowledge formation allows to build both personal knowledgebases and collective ones. This is achieved by the fact that the researcher has theopportunity to use his or her own experience by building personal E-scenarios ofknowledge formation and, if necessary, to connect them to other E-scenarios ofknowledge of fellow researchers, or to integrate their knowledge in their E-scenarios of knowledge, or to transfer them thereby personally disseminating theirknowledge in the professional field to their colleagues and creating creative scientific teams.

Forskningscirkler som praksisnær forskning

The article discusses the interrelation of practice-based knowledge and research-based knowledge in research circles where practitioners and researchers interact. It analyses the competence development of the practitioners as part of the interplay. The results show that the practitioners develop and implement practice-based knowledge. The teachers are keen on obtaining research-based knowledge. The practitioners use the research-based knowledge as a conceptual framework and use the theoretical concepts to describe practice. However, only in few situations the practitioners apply research-based theoretical knowledge to explain their actions.

Bridging the gap between research-based knowledge and clinical practice: a qualitative examination of patients and physiotherapists\u2019 views on the Otago exercise Programme

BackgroundFalls and fall-related injuries exacerbate the health problems of older adults, and they are a public health concern. Despite an abundance of research, the implementation of evidence-based fall prevention programs has been slow and limited, additionally and these programs have not reduced the incidence of falling. Therefore, the primary objective of the present study was to examine patients and physiotherapists’ views on the factors that influence the implementation of the community- and evidence-based Otago Exercise Programme for fall prevention.MethodsWe conducted eight in-depth interviews with physiotherapists and patients, and a focus group interview with 12 physiotherapists and authority figures who represented local hospitals and municipalities. The resultant qualitative data were subjected to thematic analysis.ResultsThe analysis yielded two main themes: the researcher’s role and position in the implementation process and the tension between research-based knowledge and clinical practice. The participants believed that research-based knowledge can address the challenges of clinical practice. Further, the patients reported that the fall prevention program made them feel safe and enhanced their ability to cope with daily life. The physiotherapists also observed that research findings do not readily translate into clinical practice. Further, they contended that research-based knowledge is not universal and that it cannot be generalized across different contexts; instead, it must be adapted and translated into a user-friendly language. The findings suggest that the application of research-based knowledge does equate to filling up empty jars and that research-based knowledge does not flow from the expert to the non-expert as water through a tube. Indeed, physiotherapists and patients are not tabula rasa. Additionally, the participants believed that researchers and stakeholders must think critically about who has the power and voice to create a common understanding.ConclusionsOur findings delineate the means by which the gap between research and practice regarding the Otago fall prevention program can bridged. The program can guide clinical work and provide important information that can be used to improve the quality of other fall prevention programs. However, the research-based knowledge that it confers must be adapted for use in clinical contexts.

Formative assessment as ‘formative pedagogy’ in Grade 3 mathematics

Background: Formative assessment, as an integral component of teaching, has recently gained prominence in educational environments globally. Poor performances in mathematics by learners in early grades, and its negative effect on later learning, have been an ongoing concern in South African schools. Several former studies tend to generalise the pedagogical reasons for learners’ underperformance in Foundation Phase teaching.Aim: This case study of selected Grade 3 teachers examined how the teachers integrated formative assessment into their pedagogy, with the purpose of gaining insight into teachers’ understanding of the developmental aspects of learning in mathematics.Setting: This study was conducted at four schools in a selected district in the Gauteng Province.Methods: Data were mainly collected through focus group interviews and observations of at least three classroom sessions for each teacher of mathematics, thereby gaining an overview of their formative assessment practices.Results: This article reports on the two strongest themes to have emerged from the case study, which were teachers’ tokenistic use of ‘Assessment for Learning’ strategies and teachers’ awareness of learning processes and curriculum requirements.Conclusion: The study’s main conclusion was that teachers are likely to practise formative assessment more intuitively if they had a sound knowledge of children’s mathematical cognition and conceptual development. This study pointed out that formative assessment is a co-constructed activity involving the teacher, the learner and peers rather than a teacher-directed activity. The study recommends how continuous professional learning initiatives can design initiatives that integrate research-based knowledge of children’s learning of early grades mathematics.

Living with a well-known stranger: Voices of family members to older persons with frontotemporal dementia.

To describe family members' experiences of living with persons with neuropsychiatric symptoms (NPS) related to frontotemporal dementia (FTD). The majority of persons with dementia during the disease trajectory develop NPS. Persons with FTD are likely to develop greater levels of NPS than persons with other types of dementias. Research-based knowledge regarding family members' experiences of living with persons with FTD and NPS is limited. Nine family members of persons with FTD were interviewed. Interviews commenced with completion of the Neuropsychiatric Inventory (NPI). Upon completion of the NPI, questions were posed from an interview guide where study participants provided in-depth information about NPS identified. Interview data were analysed using qualitative content analysis. Interviewed family members highlighted that persons with FTD had developed between four and eight co-existing NPS. Irritability and disinhibition were the most common NPS, with variations in severity, frequency and distress. From the interview data, two themes emerged: Living with a well-known stranger and Coping and overstepping social norms. Living with a well-known stranger depicted a new co-existence with a loved one with changes in personality and behaviour, which were not inherent to the person or predictable any more. The presence of NPS can threaten the safety of the person with FTD and their family in real world and on social media. Support offered should focus on the person's physical and psychological needs, not on a diagnosis. From a health care perspective it is important to see the person with FTD and their family as unique individuals with specific needs.

A systematic review of 3D printing in chemistry education – analysis of earlier research and educational use through technological pedagogical content knowledge framework

Abstract The focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.

Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

ABSTRACT This study examines newly qualified teachers’ (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master’s degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based knowledge gained from initial teacher education (ITE) and the teachers’ professional work. The Finnish NQTs were highly research oriented, while the Norwegian NQTs focused on teachers’ development of their daily work. The results are discussed in relation to the theory of practice architectures, as well as how cultural-discursive, material-economic and social-political arrangements enable and constrain different kinds of research-based ITE practices in both countries.