Methods Course Research Articles

DIFFERENCES BETWEEN PROFILE OF OFFICE, HOME AND 24H AMBULATORY BLOOD PRESSURE MONITORING IN PREECLAMPSIA AND UNCOMPLICATED HYPERTENSION IN PREGNANCY

Objective: Definition of arterial hypertension and management decision making in guidelines is still based on office blood pressure measurement (OBPM), both in general and pregnant population, although in clinical practice 24h ambulatory monitoring (ABPM) seems to be more accurate, which if not available often replaced with home BP (HBPM). Information on differences between values of BP depending on method in course of pregnancy are scarce. Aim of the study was to assess profile and compare results of three methods of BP measurement used simultaneously – HBPM, OBPM and 24 ABPM in pregnancy in real clinical setting with regard to hypertensive status, development of preeclampsia (PE) and time of pregnancy. Design and method: In a prospective longitudinal study 241 pregnant women admitted between 2017 and 2023 to outpatient clinic had their BP examined - monthly throughout pregnancy and 6-8 weeks, 6 months and 1 year postpartum. On each occasion data on HBPM (from 7 days prior) were collected, compared with OBPM in standardized conditions (OMRON®-705I) as well as with result of 24h ABPM (AND®TM-2430). Pharmacotherapy in hypertensive patients was managed in accordance with ESH/ESC guidelines. Results: We have recruited 40 normotensive controls and 201 women with hypertension (145 chronic; 56 pregnancy induced). Preeclampsia developed in 49 of hypertensives (HT+PE) (18,6% of chronic HT, 39,3% of PIH) – on average in 32,8 w.g. (20-39). SBP/DBP as median are presented in table 1. BP of controls differed significantly from both complicated (HT+PE) and uncomplicated hypertensive patients (HT) in all three methods at all stages of pregnancy and postpartum (p< 0.05). Significant differences between HT+PE and HT are marked in table 2 in gray. Conclusions: Regardless of method of BP assessment and good BP control with antihypertensives achieved values in HT pregnancies differed significantly from normotensive pregnancies. Preeclamptic patients were characterized with significantly higher BP values in HBPM, OBPM and – most strongly expressed - in night-ABPM than uncomplicated hypertensives already 2 months before average time of PE recognition. The night-time BP values from ABPM seems to have the strongest predictive and diagnostic value for early recognition of preeclampsia.

Simulating surveys for graduate researcher development.

Recognizing the value of experiential education in social/behavioral science research training, we designed and offered a simulation of a survey research project for doctoral students in education. Through three phases of the project, from instrument design through scale investigation and quantitative analyses, students are developed as researchers in a realistic and authentic way. In this paper, we highlight the advantages, challenges, and outcomes from applying simulation methods within graduate research methods courses, with a specific focus on survey methodology and quantitative skill development.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Taking Care of Business and Doing Overtime: Teaching Research Methods in Public Affairs Curricula

In this research, we sought to better understand important trends and developments in the teaching of quantitative and research methods courses in graduate public affairs programs. We were specifically interested in the following areas related to the teaching of quantitative and research methods: the impact of new technologies on curriculum delivery; the content of courses related to statistical analysis and research design; and the importance of numeracy, ethics, and data visualization. We surveyed quantitative and research methods instructors in graduate public affairs programs using the same survey instrument at two intervals 8 years apart and analyzed results from each period side-by-side. Findings indicate some stark differences in the content and delivery of these courses. Given the timing of the second survey—Spring 2021—findings are considered within the context of the COVID-19 pandemic.

Fostering noticing of classroom discussion features through analysis of contrasting cases

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice.

A novel cooperative optimization method of course and speed for wing-diesel hybrid ship based on improved A* algorithm

The wing-diesel hybrid ship, utilizes a wind propulsion system, which is significantly influenced by weather conditions. Therefore, a cooperative optimization method for course and speed is proposed based on an improved A* algorithm, considering weather changes and the ship characteristics, to achieve further improvement in the ship operational energy efficiency. Firstly, a meteorological and hydrological dataset is utilized to establish a dynamic maritime area model with complex weather conditions. Based on this model, the paper considers the actual navigation circumstances to define prohibited and navigable areas. Secondly, the improved A* algorithm incorporates the impact of weather on wing-sails. The improved A* algorithm considers the ship operating position and enhances the evaluation function by variables normalization of fuel consumption and voyage time. This cooperative optimization ensures the maximization of wind energy utilization, thereby achieving the goal of reducing fuel consumption while meeting the overall voyage time requirement. Experimental validation is conducted with the ship “New Aden” in the Indian Ocean region, and the results show that, compared to the original route, the optimized route reduces total fuel consumption by 5.48%, increases the navigation distance by up to 2.18% and increases the navigation time by 5.74%.

Archival Research in Sport Management: A Review for Research Methods Courses

The present study aimed to explain archival research and demonstrate its relevance as a distinct research method to include in sport management research methods course instruction. The current essay implicitly shows how archival research can complement other research methods and possibly improve upon their limitations. Furthermore, the study demonstrates that training in archival research can offer skills to students who might pursue employment in the sport industry. The review outlines what archival research is. Next, the various limitations and considerations to aid course instructors and subsequently researcher or practitioner comprehension are provided. Finally, the paper offers a guide for approaching physical archives and outlines expectations for archival research. Techniques necessary for analyzing information gleaned from archival research are presented and explained along with sample course assignments that are available to not only research methods classes but also potentially other coursework.

Research: “It feels like a safe place”: A (Re)Invitation to the Writer’s Notebook as Humanizing Pedagogy in Preservice Literacy Teacher Education

This qualitative case study examines preservice teachers’ (PTs) self-selected writer’s notebook (WNB) entries and written reflections in two literacy methods courses. The authors use thematic analysis to consider how the writer’s notebooks supported PTs’ learning to teach multilingual writers while concurrently writing for themselves and navigating contemporary sociopolitical contexts. The authors describe how PTs used their writer’s notebooks to process emotion and identity, develop professional stances, and build experiential knowledge around multilingual, multimodal writer praxis. The authors conclude with suggestions for teacher educators and researchers to expand these practices.

Addressing Climate Change Anomie in Teacher Education

This research project sought to understand how preservice teachers explore their relationship with Science and confidence in teaching about climate change in Science education amid a culture of denial regarding the impact of the climate crisis. Using data from three cohorts of students in an elementary Science methods course, this paper shares the context of climate change acceptance in the province of Alberta, Canada, the fossil fuel economic hub of Canada, and how using Journell’s framework for controversial issues alongside a critical energy literacy framework using inquiry, supported preservice teachers to address their hesitancy in Science classrooms to engage with climate change education. Science education also needs to shift as our energy and economies need to shift in response to the climate crisis. Preservice teachers, therefore, need to be supported in this transition by better understanding their relationship with Science and how to respond to the climate crisis within regions that do not necessarily support renewable or sustainable forms of energy, such as Alberta, Canada.

Developing Adaptive Planning Skills by Preservice Physical Education Teachers

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.

The Influence of the Direct Method on Students' Language Comprehension: Quantitative Research with a Focus on Listening Skills

Background. The Direct Method has become an attractive approach in language learning, emphasising the use of the target language in communicative situations. However, the impact of the Direct Method on students' language comprehension, particularly in listening skills, still needs to be studied in depth. Purpose. This study aims to evaluate the effect of the Direct Method on students' language comprehension, focusing on listening skills in the context of English language learning. Method. A quantitative approach was used to analyse data from the listening comprehension scores of students who took the Direct Method. The research sample consisted of 100 students who took the Direct Method course. Results. The results showed that the Direct Method had a positive and significant influence on students' listening comprehension ability. Of the 100 students who took the course with the Direct Method, 85% showed a significant improvement in listening comprehension scores. Conclusion. In the context of English language learning, the Direct Method has great potential in improving students' listening comprehension. This approach provides an interesting and meaningful learning experience for students, allowing them to be actively involved in the learning process and improving their ability to understand and use the target language.

Border crossing perspectives of prospective teachers’ first-time science microteaching experiences

ABSTRACT The purpose of this study was on understanding and interpreting five minoritised pre-service teachers’ past educational experiences that impacted their first-time science microteaching experiences in a science teaching methods course. The study is unique because it illuminates and contributes to the literature on the importance of minoritised prospective teachers’ educational experiences in their pre-service preparation and how these experiences challenge or contradict the urgency of equitable science instruction in traditional teacher education instructional discourse. The study draws on the literature on border crossing as a guiding theoretical framework, and phenomenology as a guiding methodological framework to analyse first time science teaching experiences. Data included videos and written narratives of first-time science teaching experiences. Analysis indicated that past educational experience of being left out in doing science underscored minoritised pre-service teachers’ first-time science teaching experiences. Furthermore, they had created navigation strategies to counter the past educational experiences by challenging and modifying science teaching routines and devising equitable ways to use science teaching resources to cultivate a sense of belonging. The study suggests that future science education research would benefit from attention to minoritised pre-service teachers’ experiences used to challenge or contradict past educational inequities.

Demystifying math myths: Examining rules that expire

AbstractIn our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' (Teaching Children Mathematics, 21(1), 18–25) “13 Rules That Expire” article has been a useful resource for us to highlight and challenge students' mathematical misconceptions. In this article, we share the components of an iteratively developed assignment focused on the 13 rules article. We detail how students explored the “lives” of these rules and investigated alternatives to pervasive mathematics shortcuts and tricks. We posit that our intentionally designed assignment provides an opportunity for students to think critically about their views, beliefs, and misconceptions, which encourages a mindset for preservice teachers to consider the kinds of mathematical misconceptions they will encounter in their classroom teaching. We anticipate that sharing this developed assignment with other mathematics teacher educators could provide opportunities for additional adaptations in unique contexts and continued improvements to support future teachers.

“They will at least do no harm”: LGBTQ social studies teacher education

PurposeThis study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.Design/methodology/approachThis study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).FindingsParticipants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.Originality/valueThis is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

Child Discernment, a Global Problem

The United Nations Convention on the Rights of the Child (UNCRC) related to the rights of the child, on the one hand, in articles 12, 13, 14 and 15, regulates the freedoms of thought, opinion, conscience and religion, as well as association and free expression, on the other hand. Objectives: also, the holders of obligations for the child’s best interest have the duty to turn these rights into reality as a direct guarantee of respecting their interests. Therefore, the state has an obligation to create the possibility that no child is marginalized in the realization of these fundamental freedoms through all possible measures. Research methods: right compared to the position in Rep. Moldova, USA, Georgia, etc. in relation to legislative changes, jurisprudence with special regard to the cases resolved by the ECHR in the field, theoretical methods such as the comparative, historical, sociological method of course regarding the discernment of the child, because the methods used are strictly subordinate to the proposed purpose. Results and implications of the study: the Committee on the Rights of the Child (CRC), in its general comment no. 12 (2009), shows that the practices through which the contribution of children is required to rise to certain levels of honest and moral participation of children.

Building a More Robust Introduction to Measurement in Research Method Courses

AbstractMeasurement is integral to science. Given that it takes many years to become knowledgeable in measurement, it is valuable to consider current practices in teaching measurement to undergraduate psychology students. It is argued here that psychology research method courses could benefit from significant additions and clarifications in the topic of measurement. Three topics to consider are: discussions of different measurement viewpoints, the conditions for continuous quantities, and measurement challenges in psychology. These topics can be integrated into our courses and would translate to a more nuanced understanding of measurement and a greater ability to critically think about measurement in psychology. Suggested strategies for teaching about these topics are also discussed.

Manufacture of a Simple One-Way Vibration Table and Earthquake-Safe Structure Model as Props in The Strengthening Structural Method

The problem raised is the absence of earthquake-safe structural props as learning support, so students still struggle to describe the behavior and effects of earthquakes on buildings. This research aims to produce earthquake-safe structural props media that are feasible to use as learning support media in the Structural Reinforcement Methods course. This research uses the Research and Development method, which adapts the DDD-E model, which consists of the Decide, Design, Develop, and Evaluate stages. The instrument used in this research is an assessment questionnaire for the media validation and practicality tests. Based on the product assessment of the earthquake-safe structure props media in the course of Structural Reinforcement Methods with the Aiken formula by media experts from all aspects obtained a V Aiken value of 0.87 with valid criteria, and the assessment by material experts from all elements received a V Aiken value of 0.96 with valid criteria. At the same time, students' practicality test of the earthquake-safe structure props media obtained a percentage value of 87% with very practical criteria. Therefore, the produced media can be declared very valid and applicable as learning support media.

Developing notions of place in an undergraduate elementary social studies methods course

PurposePlace-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”Design/methodology/approachThis qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.FindingsThe authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.Originality/valueTCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design

PurposeResearchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.Design/methodology/approachThis research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).FindingsIt was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.Originality/valueThere has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

Impacts of method courses on Vietnamese pre-service teachers’ perceptions and practices: From the perspectives of model and modeling in STEM education

Modeling in visual representations is essential in STEM education because of its concretization in science, technology, engineering, and math learning activities. Therefore, model-based teaching needs to be improved for pre-service teachers (PSTs) to implement STEM education successfully. We conduct the model-based integrated inquiry STEM (MII-STEM) method courses for 16 PSTs in Physics Education in Vietnam. A qualitative analysis was utilized to examine how and to what extent PSTs change in perceptions of models and STEM education. The findings showed that the number of PSTs with a higher understanding of the model increased. PSTs gain a deeper understanding of STEM education and could transfer alternative perceptions of STEM education into STEM lesson plans. PSTs clarified and embedded Science and Engineering Practices in STEM lesson plans. There were changes of PSTs’ STEM lesson plan after the MII-STEM course: (1) product-oriented to process-oriented; (2) make Engineering more apparent; (3) focusing on developing students’ science and engineering practices; (4) define how STEM sub-fields integrated into STEM lesson plans; and (5) using model and modeling in STEM activities. In addition, PSTs had a positive view of the effectiveness of the STEM-focus method course.