High-resolution data and continuous monitoring of water quality parameters enable a more accurate characterisation of stormwater pollutants dynamics. This article presents a unique dataset combining real-time online monitoring of turbidity and discharge data with event-based, size-fractionated chemical characterisation of stormwater. Turbidity and discharge were measured with a high temporal resolution at the stormwater outlet of a small urban catchment in Dresden, Germany. Additionally, for selected rainfall-runoff events, the following data were produced: total suspended solids concentrations and their particle-size distribution (<63 µm: fine particles; >63 µm: coarse fraction), elemental composition, and organic content. The online monitoring data covers the period from January 2018 to August 2022, whereas the sampled data were collected from September 2018 to 2021. Turbidity serves as a proxy for particles, organic, and elemental composition of stormwater. Therefore, our dataset is suitable for exploring flush dynamics, particle transport patterns, particle-bound pollutants, as well as for developing and validating particle transport formulations in urban drainage models. This will enable a more effective identification of stormwater treatment and management strategies to address different pollutant flushes, support regulatory decision-making, and minimise the impact of stormwater discharges on receiving water bodies. Hence, intended users of this dataset include, but are not limited to, the urban drainage/urban hydrology/stormwater research community and practitioners, students, decision-makers, policymakers, urban planners, engineers, and other stakeholders interested in water-related issues at the city or urban catchment scale.

ABSTRACT This paper examines the methodological challenges and issues that arose within a transnational research collaboration between physical education teacher education (PETE) researchers from China and Aotearoa New Zealand. The project sought to enhance school-based Physical Education through collaborative forms of practitioner research. Drawing on reflective journals, meeting transcripts, interviews, and email correspondence, we used thematic analysis to trace how methodological tensions emerged and evolved through the relational, institutional, and cultural dimensions of the research process. Four interconnected challenges were identified: negotiating equitable partnerships, navigating language and cultural differences, addressing issues of positionality, and challenging subject essentialism. These challenges revealed how transnational research collaborations demand sustained reflexivity around power relations, epistemic authority, and contextually embedded norms. Key points of tension included negotiating research design across different institutional and policy environments, managing communication across technological and cultural divides, aligning divergent ethics processes, and resisting dominant, often Eurocentric, framings of Physical Education. The central role of cultural brokers and bilingual team members emerged as crucial in enabling epistemic translation and fostering more equitable collaboration. We argue that transnational research is most productive when understood as a situated, ethical, and relational practice. Rather than proposing universal solutions, we foreground methodological humility, attentiveness to context, and dialogic engagement as essential principles for researchers working across national and cultural borders in Physical Education.

ABSTRACT Valuing Relational Inquiry over time, this study invites consideration of the learning made possible through community-centric engagement. Drawing on a small Australian study, this paper demonstrates the power of practitioner inquiry as a change agent in educational settings and the benefits of inclusive participation in professional learning. Drawing on the perspectives of participants from a suburban public school in Victoria and two suburban preschools in New South Wales, the study highlights both the power of individual voices and the strength of the collaborative. Survey data offers participant profile information, while analysis of project summaries gives colour and depth to participant inquiries undertaken by individuals or small teams. Combining adult learning and professional development (term used in some citations), this exploration highlights the power of co-researching topics of personal and professional interest in sites valuing provocations, persistence and pedagogical growth. Supported by face-to-face input with whole teams, workshop facilitation, and online feedback, ideas were developed over time. This part of the study extends earlier research demonstrating the entanglement of communities of practice and community-centric thinking. Building on previous work and blending ‘lived experience’ with learning communities, individual voices strengthen data on the power of collaborative thinking for educational change.

Current efforts to improve the quality of initial teacher education and effective preparation for the teaching profession require an in-depth understanding of teachers’ lived experiences during their teaching practice. This qualitative study examined the reflective narratives and collages of pre-service teachers’ (PST) teaching practice experiences. The use of collaging provided PSTs with a mosaic experience, a creative process through which they selected, arranged, and connected visual elements to represent the complexity, emotions, and meanings embedded in their teaching practice journeys. Framed within the paradigm of practitioner inquiry, the study aimed to intentionally stimulate reflection, a sine qua non for professional learning. Ten out of 163 PSTs volunteered to participate in this study. The reflections were analysed thematically, while the collages were analysed using the created-image data analysis (CIDA) analytic tool. The findings reveal five key dimensions of teaching practice central to pre-service teachers’ lived experiences of teaching. These include awareness of the emotional nature of teaching, the significance of support, developing meaningful relationships, navigating complex classroom realities, forming a professional identity, and the influence of contextual challenges. However, these dimensions do not fully capture the multifaceted nature of learning to teach, offering only partial insights into the deep, context-specific aspects of teaching. Nonetheless, these insights are, however, crucial to the ongoing refinement of initial teacher education programmes in our department. There is a need for teacher educators to design learning activities that intentionally foster reflective, context-conscious skills, recognising that teaching is inherently situated within specific social and educational contexts.

ABSTRACT This practitioner inquiry employs AsianCrit to inform both the design and analysis of two children's literature workshops, critically examining how Chinese American bi/multilingual children define and evaluate Chinese American picturebooks and envision more diverse representations. Drawing on classroom recordings, interviews, and rich artifacts, this study highlighted how Chinese American children can serve as co‐theorizers and critics of children's literature when given the opportunity to reflect on and discuss their racialized, linguistic, and transnational experiences. The study underscores the importance of actively incorporating children's perspectives into reimagining more diverse and authentic representations in children's literature. It also offers pedagogical implications for practitioners to engage in critical reflection on their own biases, employ intentional reading strategies and activities, and collaborate with local communities to shape students' experiences with literature.

ABSTRACT This study examined the determinants of teachers’ motivation to engage in practitioner research in government secondary schools in Southern Ethiopia. The study used a descriptive survey research design and mixed methods to collect data concurrently. Data were purposively collected from 260 teachers, 10 principals, and 10 school-based supervisors through a questionnaire and interviews. The findings revealed low involvement (6.9%) in teacher-practitioner research. Factors that strongly correlated with teachers’ motivation to engage in practitioner research were: teachers’ position in school, workload, perception, research knowledge, and research culture. Results showed that perception, resources, research knowledge, and a supportive environment determine teachers’ engagement in practitioner research. However, a poor reward system and research culture create barriers for engagement in practitioner research. Therefore, school leaders should foster a supportive research culture by allocating time for teacher research and creating communities of practice to reduce burnout and promote professional development.

This collaborative practitioner research study investigated the efficacy of using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to improve reading fluency for elementary students receiving special education support. The study was conducted simultaneously in two distinct educational settings: a public school in the United States and a private English-medium school in a multilingual, densely populated Asian country. Over one academic semester, educators in both settings implemented a data-based individualization model where DIBELS 8th Edition data directly informed targeted interventions such as repeated readings and systematic phonics. Despite vast differences in cultural and linguistic contexts, class sizes, and resource availability, results indicated statistically significant growth in Oral Reading Fluency (ORF) scores for students in both locations. This study demonstrates the transposable power of curriculum-based measurement to guide effective instruction and bridge literacy gaps for diverse learners across the globe.

This discussion addresses complexities of identity and knowledge and their emerging importance as a result of growing interest in participation in social work and human services more generally. Thus lived experience and experiential knowledge are centrally addressed. The author's own overlapping identities are a starting point for this analysis, which highlights the importance of an intersectionalist approach to this development and the need to take account of issues as they affect people both as service users and workers and with dual identities. The contribution is written from and draws on the author's experience from the perspective of a survivor/service user researcher with a long-term background of undertaking collaborative, participatory research, including with practitioners and exploring and seeking to develop coproduced research and praxis—particularly from the position of user-led organizations. It also draws on his experience developing survivor and user-controlled research. Rather than relying on dominant models of disability and distress it also draws on user-led analysis and conceptualizations. As well as placing an emphasis on inclusive involvement, it seeks to put involvement research in broader ideological context, acknowledging relations with conflicting forces of neoliberalism and new social movements (NSMs).

This paper focuses on teacher professional learning (TPL) and examines Australian health and physical education (HPE) teachers’ experiences of a year-long, government-funded professional learning programme called the Teaching Excellence Programme (TEP). More specifically, it responds to the question: what features of the TEP did HPE teachers view as most valuable for their TPL and practice? Data consisted of: (i) semi-structured interviews with teachers ( n = 7); (ii) TEP documents; and (iii) field notes collected via participant observation. Findings highlighted features of the TEP that the teachers felt were most valuable for their professional learning, namely, it: (a) created space for knowledge construction and sharing across disciplines, sectors, and regions; (b) was an attractive space created specifically for teachers; (c) provided a context and permission for year-long, purposeful TPL; (d) allowed for engagement with other experts; (e) positioned teachers as active learners in context; (f) embedded practitioner inquiry as a central feature; and (g) focused on developing teacher ‘dispositions’ that supported reflection and guided learning. Findings also reflected possible improvements for the TEP. The discussion suggests that, for decades, TPL scholarship has been littered with dichotomies (e.g. formal vs. informal), but our findings suggest that the TEP went some way to challenging historically rooted, unproductive dichotomous thinking and practice. Indeed, we argue that the TEP represented ‘ integrated TPL’: that is, TPL that is sustained and integrates a strategically aligned spectrum of epistemologies, theories, concepts and pedagogical approaches.

Abstract COVID-19 and the associated epidemics have rapidly spread globally. Due to the contagiousness of the disease, the effort to stop the spread proves abortive. As a result, physical appointments with healthcare practitioners become a challenge. To address this challenge, Telemedicine (TM) is widely employed to provide healthcare services to infected individuals. Thus, this study aimed to provide a comprehensive literature review of TM applications based on machine learning (ML) for managing individuals infected with COVID-19 and related epidemics. The SLR methodology of this research considered published papers between 2015 and 2022. Out of 733 papers that were initially retrieved from six bibliographic databases, 24 primary studies were selected after passing the election criteria and quality assessment test. Analysis was carried out on the selected papers by answering six research questions related to the research topic. However, the findings from the SLR reveals that remote monitoring of patients during the pandemic outbreak is made easy through the application of TM and ML technique. The study also reveals different types of pandemic outbreaks, health data used by telemedicine programs, different types of ML, performance measures, and functionality of TM. Open research challenges and future research directions are also provided in this research domain. Therefore, this SLR can help researchers in future research and medical practitioners with ML-based TM applications in subsequence epidemic outbreaks.

ABSTRACT Throughout higher education, students increasingly engage in research activities. Fields such as teacher education, social work and nursing often introduce students to practitioner research that seeks to improve practice as part of professional competence. Studies have highlighted practical and conceptual challenges associated with these efforts. This article addresses a conceptual challenge: the relationship between time and change. We propose temporal awareness as a concept to deepen ontological and epistemological understandings of research-based change. To offer a concrete application of the concept, we analyse portrayals of action research in research method textbooks in education. Our analysis indicates that the relationship between time and change is rarely addressed, and we identify four potential problems with implications for designing and conducting research intended to bring about change. We conclude by presenting a temporal awareness model that can support students in managing the conceptual and practical challenges of research aimed at instigating change.

Healthcare organizations are modernizing core platforms such as electronic health records (EHRs), order-entry, and billing systems, but decomposing long-lived monoliths into microservices introduces a critical challenge: how to migrate without interrupting mission-critical care operations. Regulated healthcare environments impose strict requirements for availability, patient safety, privacy of protected health information (PHI), auditability, and compliance (e.g., HIPAA and GDPR), which makes conventional migration approaches that rely on downtime or temporary service degradation unsuitable. This study reports a multivocal literature review that synthesizes evidence from peer-reviewed research and high-relevance practitioner sources on strategies that enable continuous service during migration in healthcare settings. Across the reviewed studies, recurring patterns include event-driven integration, Change Data Capture (CDC), coordinated dual-write, backward-compatible schema evolution, progressive traffic shifting (canary and blue-green), and resilience controls such as circuit breakers, idempotent consumers, and controlled failover. These patterns are complemented by observability, governance, and security controls (encryption, access control, and immutable audit logs) that preserve compliance during transitional states. A total of 87 records were retrieved from IEEE Xplore, ACM Digital Library, and SpringerLink (Scopus and Web of Science returned zero records for the search string). After screening and full-text assessment using predefined criteria, a focused set of studies was selected for detailed synthesis. The findings provide practical guidance for planning and executing live migrations in regulated, data-intensive healthcare systems and highlight areas where additional empirical validation is needed.

ABSTRACT This article presents a case study on the development and implementation of Close-to-Practice (CtP) research partnerships at a UK university, designed to enhance teacher professional learning through collaborative inquiry. CtP research positions educators as co-researchers, fostering practitioner agency, identity, and context-awareness while bridging the gap between academic research and classroom practice. Drawing on qualitative data from workshops, interviews, and reflective accounts, the study examines how structured professional development, creative and ethical research approaches, and cross-disciplinary collaboration empower teachers to engage meaningfully with research. Findings are presented under six themes: professional development, creative and ethical methodologies, collaboration across disciplines, power dynamics, impact on practice, and conference experience. These highlight both opportunities and challenges, including tensions around time and authority, as well as the transformative potential of CtP partnerships for embedding research into everyday practice. The article concludes with recommendations for integrating CtP approaches within institutional professional development frameworks to support sustainable growth, confidence, and a culture of inquiry.

The management of operating rooms (ORs) is one of the most studied topics in operations research applied to healthcare. In particular, scheduling elective surgeries in a pediatric and teaching hospital can be a challenge because disruptions occur frequently. The aim of our research was to create a mathematical programming model to schedule day hospital (DH) patients, considering possible disruptions and defining how to best manage the rescheduling process. Our study originates from a collaboration between a high-volume pediatric surgery department and operations research practitioners. The possible disruptions we consider are emergencies and same-day cancellations of planned hospital operations. Elective DH surgeries are scheduled considering the waiting list and the patients' clinical priorities, generating a nominal schedule. This schedule is optimized in conjunction with a series of back-up schedules to guarantee that OR activity immediately recovers in case of a disruption. An ILP-based approach to the problem is proposed. We enumerate a representative subset of the possible emergency and no-show scenarios, and for each of them a back-up plan is designed. The approach reschedules patients, minimizing disruptions with respect to the nominal schedule, and applies an as-soon-as-possible policy in case of emergencies to ensure that all patients receive timely care. The approach is shown to be effective in managing disruptions, ensuring that the waiting list is managed properly, with a balanced mix of urgent and less urgent patients. It provides an effective solution for scheduling patients in a pediatric hospital, considering the unique features of such facilities.

ABSTRACT Some college campuses are actively uplifting Latine/x educational endeavors. These efforts, whether supported by Hispanic-Serving Institution designations or diversity, equity, and inclusion (DEI) initiatives, are intentional about improving the lives and academic achievement of Latine/x students. However, critical educational researchers have highlighted the limits of these initiatives and criticized their role in dampening more radical visions of educational justice. This study examines how a critical community of Latine/x students, faculty, staff, and community members at a large university conceptualized and engaged Latine/x education through a ‘Chicane/x and Latine/x Education Symposium’ (CLES). Findings show that the symposium evoked labels and terms associated with Chicane/x and Latine/x identity in ways that challenged essentialism but also sometimes demonstrated ambivalence. Findings also identify a broad politics of justice as the defining quality of Latine/x education. Overall, this study looks at how one campus community grapples with the politics of imagining and defining Latine/x education.

Preconception health can be optimized through preconception care, which is considered an effective catalyst for behavior change prior to parenthood and is of paramount importance due to the influence that health behaviors can have on pregnancy and offspring outcomes. The preconception health and preconception health behaviors of males before they become fathers for the first time remain underexplored and are an emerging area of interest for public health and reproductive health research. This article is the first report and quantitative cross-sectional analysis of the national dataset pertaining to male health, Ten to Men, reporting data relevant to male health across the life course, during preconception. This report offers research foresight into the health behaviors (e.g., smoking or alcohol), health conditions, health consultations, medications, health information, and health literacy of Australian males prior to becoming a father (n = 572). The findings of this research support an undervalued albeit indispensable research area by providing up-to-date evidence-based information regarding paternal preconception health and health behaviors. This public health research with a focus on paternal preconception health behaviors and health behavior change can only strengthen the call for preventive health and offer preconception health and preventive knowledge about males for the research community and practitioners.

While assessment is critical in English-medium instruction (EMI) in higher education, limited research has explored how EMI teachers engage with assessment in practice. Guided by a multidimensional teacher engagement framework encompassing cognitive, behavioral, and socio-emotional dimensions, this ethnographic case study examined how six EMI teachers at a leading Chinese university engaged with assessment cognitively, behaviorally, and socio-emotionally. Drawing upon data from classroom observations, interviews, and teaching artifacts, the study generated four interrelated themes: inheriting and localizing, pushing and pulling, compromising and adjusting, and reflecting and developing, revealing that EMI teachers’ assessment engagement is a dynamic process shaped by ongoing reflection and adaptation. Building on these themes, the study further proposed a four-quadrant conceptual framework, including contextualization, functionality, negotiation, and evolution, to capture the situated, dynamic, and multidimensional nature of EMI teachers’ assessment engagement. The study extends current understanding of EMI assessment by highlighting the value of the engagement framework in capturing the nuanced realities of EMI teachers’ assessment work. Practical implications are provided with recommendations for institutional policy adjustments, EMI teachers’ professional development of assessment, and the promotion of practitioner inquiry to support more inclusive and adaptive EMI assessment practices.

Abstract This paper reports on a part of a larger practitioner research project focused on integrating environmental issues through critical language pedagogy into a young learner’s classroom in Turkey. Drawing on Paulo Freire’s problem-posing model grounded in critical pedagogy, the authors developed localized materials, and a pedagogic model rooted in six environmental themes derived from the students’ lived experiences. The pedagogic model was implemented in a public primary setting with a group of fourth-grade students. Semi-structured interviews were conducted with the students to understand the model’s effectiveness in achieving its dual objectives: development of language and critical environmental awareness. The purpose of this paper is to present a theory-driven, practical, pedagogic model for practitioners seeking to develop their context-sensitive environmental ELT pedagogies.

The classic set covering problem (SCP) is an NP-hard binary integer optimization problem with diverse business and industrial applications. Its primary goal is to consolidate resources by selecting a minimal cost subset of columns in a matrix that covers all required rows. Traditionally, conflicts between selected resources were resolved after generating a solution, often adding managerial effort and inefficiency. Recently, two papers have tried to handle conflict constraints explicitly as part of the SCP solution generation process. This paper focuses on SCPs with soft conflict constraints (SCP-SCC), where violations are allowed but with penalties, and proposes a simple hybrid solution approach that combines a GRASP-based heuristic with Gurobi optimization. Using 360 test instances (160 from the literature and 200 new instances), this hybrid approach results in a 7.4% performance improvement over Gurobi, demonstrating the benefit of integrating heuristic and exact solution methods. In addition, classification tree analysis is applied as an attempt to identify problem features (such as conflict graph density and size) that can be used to predict when SCP-SCC instances will likely be difficult to solve to proven optimality efficiently using Gurobi. These insights provide practical guidance for operations research practitioners, enabling informed decisions among heuristic, exact, or hybrid solution approaches and improving efficiency in real-world applications.

While the extant research has provided a recipe for researchers to undertake thematic analysis (TA) in a theoretically and methodologically sound way, there has not yet been sufficient research to map out TA in the age of generative artificial intelligence (Gen AI). Building on and refining my 2020 article Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research published in International Journal of Qualitative Methods , which provides an example of thorough, end-to-end manual TA in a practitioner inquiry, this paper presents a follow-up example of how human-ChatGPT can work side by side in undertaking a non-positivist, Big Q reflexive TA. Particular attention is given to how ChatGPT can expedite data transcription, code generation, theme development, interpretation and proofreading throughout the research process, while enabling human researchers to articulate their reflexivity, mitigate algorithmic bias, produce nuanced interpretations and uphold research ethics. Following the six phases of reflexive TA outlined by Braun and Clarke, this paper opens up possibilities for AI-assisted TA research and invites reflection on what constitutes ‘good TA’ practices in working together with nonhuman entities in qualitative inquiry.