Research-based Approach Research Articles

Human Capital Investment for Adolescents: Barriers and Opportunities

The decision to attend college is a question of human capital investment, yet resources to help practitioners frame human capital investment decisions remain elusive and few include the “gold standard” of finance: Net Present Value (NPV). Can one discuss human capital investment with an average adolescent using a traditional NPV approach? Motivated by this question, we presented 10 barriers to maximizing education-career NPV (e.g., clarity of costs, immature adolescent brains, individual discount rates, etc.). We outline an iterative, research-based approach to education-career investment, including framing the conversation, calculating paired NPVs, and structuring the decision. This multi-step framework leverages practitioner expertise to help adolescents consider important lifelong financial wellness implications of human capital investment.

Effects of a phonics-based intervention on the reading skills of students with intellectual disability

BackgroundTo date, only a few studies with randomized controlled trials have been published on the effectiveness of phonics-based reading interventions to teach decoding and spelling skills to students with intellectual disability. AimsThis study evaluated the effects of a phonics-based reading intervention program on the progress of French-speaking elementary students with intellectual disability. MethodsA total of 48 non decoding elementary students with intellectual disability were randomly assigned to either a treatment group or a control group. Most of the participants (75 %) had nonverbal IQs below 55. The reading intervention program was implemented for seven months by the students’ teachers and mainly in a small-group format (two to four students). ResultsStudents from the treatment group made significantly more progress in word and nonword reading measured by a researcher-designed test with a medium effect size. An almost significant difference was also found on spelling (p = .058) and on word and nonword reading measured with a standardized test (p = .060) with medium effect sizes. ConclusionsThese findings suggest that students with ID benefit from phonics-based programs integrating research-based approaches and techniques.

Payer–Provider Partnership to Identify Successful Retention Strategies for the Behavioral Health Workforce

High staff turnover rates are a burden for behavioral health providers because they may negatively impact staff morale, quality of care, and clinical outcomes as well as increase costs. The Staff Assessment and Retention (STAR) Project is a partnership between a behavioral health managed care organization and community-based providers designed to: 1) share information on research-based approaches, 2) identify strategies that providers find successful yet feasible, and 3) develop a learning community around research-based, community-informed strategies to increase staff retention. Participants from 87 community-based behavioral health providers completed a survey about successful strategies and barriers to staff retention, current retention and turnover rates, and ratings of commonly used strategies supported by research. Results were shared and discussed across the partnership through a learning community including a webinar co-facilitated by two participating providers. Successfully demonstrated but less utilized strategies included use of exit and stay interviews, training in best practices, availability of electronic records and other technology, and flexible work schedules. Providers reported the type of employment offered (full or part time, benefits, competitive wage; reported in 17% of responses), ability to offer trainings and staff development (13%) and using staff feedback (10%) were most important to retention. The partnership demonstrated that providers desire a vehicle for sharing ideas and problem-solving issues related to the behavioral health workforce. The endorsement by several community-based providers of lower-utilized strategies known to improve retention would not be realized across the community without the collaboration of the payer-provider partnership.

Cyber Security Solutions for Businesses in Financial Services

This paper examines the challenges that small, medium, and large businesses in the financial services industry are facing concerning data security and providing relevant tools and strategies to protect the same. A qualitative research-based approach has been used where one-on-one interviews were conducted with 10 CIOs (chief information officers) and CISOs (chief information security officers). This data was compared with secondary data sources to validate the findings. This paper presents an in-depth analysis regarding security technologies and their efficacy to protect data assets and sensitive information. It will also opine about the technologies that each business type can use economically to cover the gamut of cyber-attacks. Existing research is restricted to either addressing small and medium businesses (SMBs) or large businesses. This paper attempts a comprehensive review for all sizes of businesses.

Regulatory Framework of the Research-Based Approach to Education in the EU

Abstract Higher education institutions around the world have embarked on complex journeys of organizational change to facilitate the transition towards a more competent and educated society, especially one able to adapt to advanced and sustainable political, economic and sociotechnical paradigms. in this context, leading universities have adopted the Research-Based (rB) approach as a fundamental component of their strategies to bring closer together their main educational activities: teaching, learning and research. However, in spite of ample efforts, serious shortcomings at the implementation level are commonly reported. Especially revealing are the students’ limited self-reliance, confidence, and academic research and writing skills documented in the literature. This article examines and updates the concept of Research-Based maps and explores the multilevel regulatory framework that has conditioned the implementation and alignment of educational initiatives, including the institutional arrangements that are common in public universities in the European union, and in Estonia, as an example. it enhances the understanding of complex institutional and regulatory interactions in general, emphasizing the importance of reflexive and well justified normative determination.

Review: Belpoliti, Flavia & Bermejo, Encarna (2020). Spanish heritage learners’ emerging literacy: Empirical research and classroom practice. Routledge.

This manuscript reviews Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice, by Flavia Belpoliti (Texas A&M University-Commerce) and Encarna Bermejo (Houston Baptist University), published in 2020 by Routledge. The book is the result of an empirical study. Its eight chapters follow a research-based approach to the teaching of Spanish Heritage Language. The authors present detailed linguistic features to consider when teaching SHL writing and research-based pedagogical and instructional implications.

Twelve tips for effective simulation debriefing: A research-based approach

Evidence strongly supports simulation-based learning activities as an effective instructional intervention. The debriefing session associated with a simulation event is one of, if not the critical, learning component within the learning activity. Because of its importance, the debriefing portion of a simulation should demand as much planning and forethought as the rest of the event; however, it is often overlooked in the planning process. These twelve steps will help guide faculty who are planning simulation-based learning activities to ensure that their debriefing sessions are effective and successful learning opportunities.

Mining and the value of place in New Caledonia: Negotiation, evaluation, recognition

Mining is a land-based activity and mining companies have to negotiate with local landowners their license to operate. Even when they succeed in negotiating impact and benefit agreements with local communities, and start their operations, companies can face various claims and contests arising at various moments of the project cycle and that they are often unable to anticipate or analyse. The program presented in this contribution – NERVAL: ‘negotiate, evaluate, and recognise the value of place’ funded by the agency CNRT ‘Nickel and its environment’ – was conceived on these premises by an interdisciplinary team of anthropologists, geographers, and economists. It developed, following a participatory and inter-sectoral logic, a research-based approach to provide stakeholders (mining companies, local governments, customary authorities) with an analytical grid helping them to decipher the land-related contexts and issues and to identify stakes and actors. Based on case studies carried out in mining localities of New Caledonia and a non-mining site, an analytical grid was developed around the four categories of territory, event, risk, and social actor. The paper presents and discusses this toolkit both in conceptual terms and as regards its operational potential.

Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education

ABSTRACT This article explores approaches to visual arts curricula within the institutional setting of a South African university and considers the characteristics and experiences of undergraduate students. The notion of cultural literacies provides a useful entrance to a discussion of the paradoxes affecting this field. Criteria for academic achievement in visual arts are idiosyncratic and difficult to articulate, while the discourses of contemporary art practice sometimes contradict institutional assessment requirements. The implicit tensions between contextual, relativist practices and formalist outcomes are manifest in institutions globally but exacerbated locally. The disjuncture between students’ and lecturers’ knowledge, skills and expectations are layered with the contextual realities of higher education and the nature of the “artworld” in South Africa. Recent literature on the drive to decolonise curricula is discussed in relation to social realist conceptions of knowledge and knowers, drawing on Bourdieu, Bernstein and Maton. This lens has promise for understanding how visual arts programmes can become more epistemologically diverse, while identifying and retaining “powerful” knowledge. This frames empirical evidence and reflections on challenges facing an undergraduate curriculum in visual arts. The article draws conclusions about the often-tacit nature of visual culture and art practice. Dialectical, research-based approaches suggest the possibility of more responsive and effective curricula.

Research-Based Teacher Education from Stake Holders Point: A Case Study

The postgraduate course of teacher education is based on research-based approach in teacher education in which all students will conduct a research and submit the dissertation as a part of their studies. Every teacher educators of this department are allotted one or two M.Ed. students to conduct research. The paper aims to study the teacher educators' and M.Ed. students' perceptions about research-based approach in teacher education and how theory and practice linked in teacher education. Both quantitative and qualitative methodologies are used for the study. Seventeen M.Ed. second semester students and 25 teacher educators were selected as the sample of the study. Data were collected through a questionnaire, interviews and Focus Group Discussion (FGD). The study indicates that teacher's educator appreciates the approach particularly based on research in the teacher's education. It is found that two-year M.Ed. programme was ideal for conducting research. The approach based on research in the teacher's education: students read educational research, learn research methods and research process, learn about research findings, and understand their relevance for practice.

SUSTAINABLE DEVELOPMENT FRAMEWORK OF HISTORICAL CITIES. A CASE STUDY: CITY OF SOLTANIYEH.IRAN

Unfortunately, the architecture and urbanization of the Iranian cities, especially the traditional Iranian cities in the present era, are in many cases in contrast to the historical, social, and cultural background of these cities. In this study, architectural design in small historical cities such as Soltaniyeh has been explored to achieve a conceptual and sustainable architecture through a research-based library approach inference. Achieving the principles of architectural design in the historic city of Soltaniyeh. Iran is the main concern of this research. Therefore, to reach an integrated design process, previous studies and projects were examined and analyzed and the obtained data and principles, including historical, cultural, social, natural, climate, were in the design process of the real project. As a final result of this study, the integrated design process of these parameters is presented as a process of architectural design in small historical cities such as Soltaniyeh.

An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic.

In this Communication paper we describe how a research-based approach was applied in Israel to support high-school chemistry teachers, who continued to teach using technology during the COVID-19 pandemic. Within the TPACK (technological pedagogical content knowledge) framework for teachers’ knowledge in technological environments, we developed a questionnaire for chemistry teachers, with the goal to reveal the difficulties they encountered, their needs, and their means for sharing their knowledge, materials, and teaching strategies for online teaching. On the basis of the analysis of the collected data, we provided a research-based response that focused on the teachers’ needs when using technology to teach chemistry. Teachers’ needs, in terms of their knowledge, skills, and means of support, which were identified in the research and the activities that were developed in order to address them, are presented. We emphasized the research-based process that was applied to address teachers’ needs during the pandemic.

Creation of a specialist core curriculum for the European Society for Sports traumatology, Knee surgery and Arthroscopy (ESSKA).

The European Society for Sports traumatology, Knee surgery and Arthroscopy (ESSKA) identified the need to develop a core curriculum for clinical specialists that work within the interest areas of ESSKA. A research-based approach was used to define a set of core competencies which could be used to map all of their educational activities, resources and development priorities. This paper describes the aims, development, results and implications of this competency-based core curriculum for orthopaedic conditions relevant to ESSKA members. A Core Curriculum Working Group, with leaders and other experts representing the main specialist areas within ESSKA, reviewed existing curricula and the literature in their own specialist areas. Applying expert group methodology, they iteratively developed a draft list of 285 core competencies for Orthopedic specialists within 6 specialist areas of Knee, Shoulder, Foot/Ankle, Hip, Elbow/Forearm and Sports/Exercise. All ESSKA members were then asked to comment and rate the importance of these competencies, and the Working Group used these findings to critically review and refine the curriculum. The expert groups defined 56 competencies related to 10 Knee pathologies; 67 related to 15 Shoulder pathologies; 45 related to 9 Foot/Ankle pathologies; 41 related to 6 Hip pathologies; and 34 related to 12 Elbow/Forearm pathologies and 42 related to 8 Sports/Exercise pathologies. Survey respondent mean ratings were at least 'Important' for all competencies, and the Working Group used these results to separate the competencies into three levels of importance. A competency-based core curriculum for Orthopedic specialists was achieved through a systematic and scholarly approach, involving both expert opinion and engagement of the wider ESSKA membership, identifying 285 treatment competencies in 6 specialist areas. It is now being used to guide educational and strategic development for ESSKA and should also be of interest to the wider orthopedic and sports medicine communities.

The Malaysian School Inspectorate as an Institution of Quality Assurance in Education through the Framework of Knowles’ Process Enneagram

This paper uncovers School Inspection as the central measure of quality improvement of education in Malaysia. Undeniably, the Malaysian Education Blueprint 2013-2025 has posed greater demand for quality assurance and monitoring as well as organizational efficiency and accountability. Consequently, the Malaysian Inspectorate of Schools and Quality Assurance which is also known as Jemaah Nazir Dan Jaminan Kualiti (JNJK, hereafter) is required to be well equipped with the knowledge, skills and also the current concern in education to ensure that a high standard of quality education is achieved and maintained in schools. Therefore, the purpose of this study is to investigate the current practices of school inspection towards leadership performance in the context of Knowles’ Process Enneagram ©. The study employed a qualitative research design involving respondents from the top management of JNJK in Sabah, Malaysia. The semi-structured interviews were guided by a Self-Organizing Leadership model known as the Process Enneagram developed by Richard N. Knowles (2002) to gain an in-depth understanding of the uniqueness of the leadership practices manifested by the JNJK. The Process Enneagram © is a tool used to identify characteristics and traits shaping the organizational performance and it has been successfully used in many Western countries. The findings of these qualitative data are characterized into various domains based on Knowles’ framework which see the operation of an organization falling into nine major attributes. The study identified various categories shaping the work of school inspectors, namely The Guardian of Standard Quality in Education (Self-Identification), Evaluation and Data Collection (Fulfillment of Purpose & Role), Standardized Operation Procedure (Self-Organization), Adherence (Self-Principles), Policy Implementations (Result-Oriented), Sufficient Guidelines (Improvement-Oriented), Research-based Approach (Reliability of Methods), Feedback and Guidance (Self-Connection) and Communication and Competence (Challenge-Driven). The findings of this study further indicated that the cycles of work undertaken by school inspectors creates the value for the organization (JNJK) as well as successive inspection cycles. This is in tandem to the JNJK’s obligation and aspiration to promote improvement through school inspection which specifically targets the quality of teaching and learning, leadership and management as well as the overall educational standards across the Malaysian education system.

Defining Core competencies of the European Society for Sports Traumatology, knee surgery and arthroscopy

PurposeThe European Society for Sports Traumatology, Knee Surgery and Arthroscopy (ESSKA) identified the need to develop a competency-based core curriculum for ESSKA specialists, against which all their educational activities, resources and priorities for development could be mapped. The aim of this study was to take a research-based approach to developing a competency-based core curriculum for ESSKA specialists.MethodsA Core Curriculum Working Group, with experts representing the ESSKA Board, Sections and Committees, reviewed existing curricula and literature in their own specialist areas and developed a draft list of 285 core competencies for ESSKA specialists. All ESSKA members were asked to comment and rate the importance of these competencies, and the Working Group used these results to refine the curriculum.ResultsFour hundred-forty responses to the online survey contained meaningful data. Almost all were ESSKA members, with broad representation of the countries, ages and backgrounds of the membership. All 285 core competencies were considered at least ‘Important’ for ESSKA specialists so are retained in the final curriculum, and no new competencies were added. 82 (29%) were considered ‘Essential’, constituting between 19% and 37% of the competencies within each specialist area. 96 (33.5%) were considered ‘Very Important’, and 107 (37.5%) ‘Important’.ConclusionsA competency-based core curriculum for ESSKA specialists was achieved through a systematic and scholarly approach, involving both expert opinion and engagement of the wider ESSKA membership. The core curriculum addresses the identified need in terms of educational development for ESSKA and should also be of interest to the wider orthopaedic and sports medicine communities.

Revisiting reflection in pre-service teacher training: let’s rethink through a practicum in Spain

ABSTRACT This article presents the findings of research in which a practicum programme based on a reflective and research-based teacher training approach has been designed, implemented, and evaluated. The purpose is to analyse the educational design and its ability to facilitate teacher training based on active and reflective learning. Methodologically, the research has the format of an evaluative case study. The data come from interviews, observations, and document analysis. The analysis reveals some key aspects, which explain the effectiveness of the proposal: ‘pedagogical concerns’ as activators of reflection, the complementarity of various reflective strategies, dialogical relationships, and the balance between planning and flexibility. The relevance of our work relates to the need to review the practical training of pre-service teachers in Spain, updating the principles towards reflective professionals and also to facilitate professional practice informed by research.

I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)

ABSTRACT This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The results indicate that overall the students did not view research as an integral part of their professional identity and established anecdotal relations between the usefulness of research in classrooms, its association with educational improvement processes and their own responsibilities. Furthermore, they had difficulties systematically defining the procedures associated with research and did not consider themselves fully competent to conduct research themselves. Based on the results, we can discern a need to revise training programmes to adopt a more research-based approach if we want future teachers to gain competence in and take responsibility for innovation processes at schools.

A comprehensive insight towards Pre-processing Methodologies applied on GPS data

Reliability in the utilization of the Global Positioning System (GPS) data demands a higher degree of accuracy with respect to time and positional information required by the user. However, various extrinsic and intrinsic parameters disrupt the data transmission phenomenon from GPS satellite to GPS receiver which always questions the trustworthiness of such data. Therefore, this manuscript offers a comprehensive insight into the data preprocessing methodologies evolved and adopted by present-day researchers. The discussion is carried out with respect to standard methods of data cleaning as well as diversified existing research-based approaches. The review finds that irrespective of a good number of work carried out to address the problem of data cleaning, there are critical loopholes in almost all the existing studies. The paper extracts open end research problems as well as it also offers an evidential insight using use-cases where it is found that still there is a critical need to investigate data cleaning methods.

The case processing of intimate partner sexual assault: a brief review and recommendations for future research

Research examining legal responses to violence against women has historically dichotomised sexual assault and intimate partner violence, leaving unanswered questions regarding criminal justice responses to intimate partner violence incidents that involve sexual violence. Although research has examined whether cases involving partners, acquaintances or strangers are handled differently, few scholars consider the specific factors that undermine intimate partner sexual assault case processing. The current article guides future intimate partner sexual assault case-processing research with the hopes of filling this research void. Understanding intimate partner sexual assault case processing is necessary so that police, prosecutors and practitioners can use research-based approaches to increase victim satisfaction and decrease attrition.

The ideal-actual gap in the roles of research in teaching

This study aimed to create an image of how research integrates in university teaching particularly in STEM education in a state university in Philippines. The participants were 104 teachers from five campuses of the university that offers STEM undergraduate programs. A quantitative research design was employed to address the central theme: The identification of the gap between the beliefs and perceptions of STEM Educators regarding the role of research in university teaching. T-test was used to test the difference between the actual and ideal beliefs of teachers. Cohen’s d values were computed to determine the effect sizes. The present study revealed that the STEM teachers highly valued the role of research in teaching. They especially considered the development of creative and critical dispositions as the most important goals of integrating research into teaching. However, the teachers reported low actual integration of research into their current teaching, revealing a major gap between their beliefs and the perceived actual integration research into their own teaching practices as evident in the result of the statistical tests. It further showed that institutional background appeared to be critical in the integration of research in teaching. Ultimately, STEM education in the university is emphatic on research content in the delivery of instruction while creating opportunities for learners to participate along the learning process. However, a research-based approach remains to be unpopular, much less for a research-oriented classroom. Strengthening research support and widening the scope of research culture are recommended.