Research-based Tools Research Articles

Reflecting With Teachers on Research-Based Tools: The ySKILLS Education Toolkit

This article focuses on the links between academic research and educational practices, examining how practitioners use, contextualize, and co-construct research findings on digital skills. To explore these issues, firstly we present an education toolkit developed within a European research project and aligned with normative and substantive guidelines for science communication. Aiming to grasp the potentialities and limitations of the toolkit in action, we then explore the perceptions of teachers from two educational settings in Portugal who employed it in their classrooms. Subsequent focus groups evidenced overall positive feedback from teachers, complemented by practical tips to improve the usefulness of the toolkit and adherence to it by teachers and students, thus adding layers of knowledge to the performative dimension of an evidence-based resource and building bridges between the academic and professional worlds.

Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator

PurposeThe study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.Design/methodology/approachInformed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).FindingsThe results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.Originality/valueThe paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

Artificial Intelligence in Endourology: Maximizing the Promise Through Consideration of the Principles of Diffusion of Innovation Theory.

Introduction: Diffusion of Innovation Theory explains how ideas or products gain momentum and diffuse (or spread) through specific populations or social systems over time. The theory analyzes primary influencers of the spread of new ideas, including the innovation itself, communication channels, time, and social systems. Methods: The current study reviewed published medical literature to identify studies and applications of artificial intelligence (AI) in endourology and used E.M. Rogers' Diffusion of Innovation Theory to analyze the primary influencers of the adoption of AI in endourological care. The insights gained were triaged and prioritized into AI application-related action items or "tips" for facilitating the appropriate diffusion of the most valuable endourological innovations. Results: Published medical literature indicates that AI is still a research-based tool in endourology and is not widely used in clinical practice. The published studies have presented AI models and algorithms to assist with stone disease detection (n = 17), the prediction of management outcomes (n = 18), the optimization of operative procedures (n = 9), and the elucidation of stone disease chemistry and composition (n = 24). Five tips for facilitating appropriate adoption of endourological AI are: (1) Develop/prioritize training programs to establish the foundation for effective use; (2) create appropriate data infrastructure for implementation, including its maintenance and evolution over time; (3) deliver AI transparency to gain the trust of endourology stakeholders; (4) adopt innovations in the context of continuous quality improvement Plan-Do-Study-Act cycles as these approaches have proven track records for improving care quality; and (5) be realistic about what AI can/cannot currently do and document to establish the basis for shared understanding. Conclusion: Diffusion of Innovation Theory provides a framework for analyzing the influencers of the adoption of AI in endourological care. The five tips identified through this research may be used to facilitate appropriate diffusion of the most valuable endourological innovations.

Mentoring with research-based tools—A holistic approach

ABSTRACT Mentoring aimed at professional development of preservice teachers (PTs) in teacher education is a complex practice. The use of tools has potential to enhance mentoring practices; however, research on using tools in mentoring is often focused on applying a single tool. This qualitative study analyses two dyads of mentor and PT’s structured and holistic mentoring with tools. The tools were developed to elicit PTs’ diverse needs in practicum; the three tool-packages build on a a) simulator-based tool, b) response-based tool, and c) video-based tool. Further, the theory of practice architecture (TPA) provided a frame to understand mentoring practices with the holistic use of tools as interplay among cultural – discursive, material – economic, and social – political arrangements. The findings indicate that tools prefigure participants’ talk as well as how they act and relate to each other and the tools. This paper presents new insight on how tools can enhance quality in mentoring.

53 - Research-based tools to encourage and facilitate engagement with palliative care for patients and families living with mesothelioma

53 - Research-based tools to encourage and facilitate engagement with palliative care for patients and families living with mesothelioma

Potentials of Collaborative Educational Welfare Research - Theorizing Voice Plurality and Social Empowerment

Childhood marginalization is the result of complicated processes that appears difficult to address for policymakers worldwide. Neo-institutional theory enables studies of the complexity of educational organizations, showing how they evolve in responses to their contradictory surroundings and generate unintended social inequality. Three Nordic municipalities are currently participating in a project that focuses on the increasing polarization between exposed and privileged schools in urban areas and on the significance of institutional and organizational factors in their local welfare models in ensuring childhood equity. The project we report on combines data in contrasting urban school areas. After showing some examples of voices in the project, the authors discuss how municipal actors are informed about social problems in school organizations yet lack research-based tools to counteract social inequality in education. They theorize how collaboration between researchers and welfare providers can contribute to counteract social inequality. Lessons from the project indicate a need for further collaboration between different stakeholders that includes different voices to ensure that research on childhood inequality is relevant and has an impact.

Classroom Reinforcement Systems: Using Token Economies to Foster Independence

Token economies are a helpful, research-based tool for behavior intervention. However, the design and implementation process can be overwhelming. To address common challenges with token economy implementation, we describe the basic behavioral science behind a token economy, how to implement a token economy effectively, and how to avoid pitfalls along the way. We also provide advice on how to generalize token economies across settings and fade token economies, fostering a student’s intrinsic motivation and making reinforcement more naturalistic.

A DSM-5-based tool to monitor concurrent mood and premenstrual symptoms: the McMaster Premenstrual and Mood Symptom Scale (MAC-PMSS)

BackgroundDespite high co-morbidity between premenstrual dysphoric disorder and mood disorders, there is a gap of research-based tools to monitor concurrent premenstrual and mood symptoms. In this study, we developed a new DSM-5-based questionnaire to prospectively monitor concurrent premenstrual and mood symptoms.MethodsFifty-two females with bipolar or major depressive disorder, ages 16–45, were enrolled in the study. Participants completed two months of prospective symptom charting including the McMaster Premenstrual and Mood Symptom Scale (MAC-PMSS) and the Daily Record of Severity of Problems (DRSP). At the end of the prospective charting, participants also completed the Montgomery-Åsberg Depression Rating Scale (MADRS), Hamilton Depression Rating Scale (HDRS) and the Young Mania Rating Scale (YMRS). The MAC-PMSS was correlated with the DRSP, MADRS, HDRS and YMRS.ResultsAll individual items of the MAC-PMSS correlated strongly with the individual DRSP scores (all p < 0.001). The mood section of the MAC-PMSS also significantly correlated with MADRS (r = 0.572; p < 0.01), HDRS (r = 0.555; p < 0.01) and YMRS scores (r = 0.456; p < 0.01).ConclusionsThe MAC-PMSS is a reliable to tool to measure concurrent mood and premenstrual symptoms in women with mood disorders.

A Systematic Literature Review on Learning Apps Evaluation

Aim/Purpose: The goal of this writing was not to promote any particular assessment tool. We aimed to critically explore the numerous assessment techniques that are accessible to app stakeholders with an emphasis on their strengths, shortcomings, and trustworthiness. We underline the importance of a relatively good and research-based tool that can readily assess the existing Learning Apps (LAs). Background: A thorough and comprehensive literature review of LAs and their assessment tools was the primary goal of reporting the state of the art through this SLR (Systematic Literature Review) writing. Methodology: We restricted our search space to ten databases and covered the most relevant studies from 2008 to 2022. To accomplish this predefined research interest, we divided our whole SLR methodology into four pertinent steps. Contribution: The primary goal of the current writing is to know the state of the art regarding LAs’ appraising instruments so that we can clearly reveal a list of essential research gaps on the same problem. Accordingly, app designers gain valuable insight from these forms of texts in order to develop better LA(s). Findings: After careful examination of included studies (114), we found a total of 70 studies that discussed at least one evaluation tool in their research design, and the remaining studies were useful for theoretical support in writing this review. Although we discovered a large list of evaluation tools on LAs, the majority are suffering from some serious flaws. This emphasizes the need for a concise, comprehensive, and concrete theoretical evaluation tool for LAs. Recommendations for Practitioners: If practitioners incorporate the summarized research findings into their app design process, it may be possible to produce high-quality educational apps that could significantly improve our current educational system. Recommendation for Researchers: We analyzed a large amount of relevant literature on LAs assessment. As a result, we have represented the current state of the art as well as some other key research discoveries in a clear and concise manner on the same research design. Thus, novices may easily gain a theoretical understanding by reading this research article, rather than having to read many individual pieces of literature, which may be a time-consuming process. Impact on Society: Education is a crucial component of our society. In light of this, we did a thorough literature review of LAs and discovered a number of deficiencies. If we research and answer these flaws scientifically, it may be possible to create high-quality apps that could considerably improve our current educational system. Future Research: Future research may focus on developing a sound framework or model for evaluating educational apps and being tested on our self-designed LA.

The need for research-based tools for personnel selection and assessment in the forensic sciences

The popularity of forensic science television programs has created a hiring challenge for forensic science laboratories. Laboratories receive unprecedented numbers of applicants, yet struggle to identify highly-qualified candidates. Forensic examiners must possess a unique set of knowledge, skills, and abilities (KSAs) plus other characteristics. They must be critical thinkers, detail-oriented, decisive, and self-regulated; be able to communicate clearly and effectively within the laboratory, with customers (typically investigators or attorneys), and in the courtroom; and demonstrate the required core competencies. Currently, no validated instruments, standardized job descriptions, or lists of KSAs exist to aid in forensic science personnel recruitment and assessment, often resulting in high turnover leading to costly new recruitment and training cycles. This article describes how industrial/organizational psychology develops methods and tools to improve workforce selection; describes some tools currently in use in forensic science; and advocates for research and development of better tools for use in forensic science.

The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the Covid-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new ‘problem space’ upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools’ agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the Covid-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from ‘slipping away’ post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.

Pedagogical Approaches for Sustainable Development in Building in Higher Education

Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.

Early Intervention Orientation and Mobility: A Delphi Study of the Content of the Birth to 6 Orientation and Mobility Skills Inventory (B6OMSI)

Introduction: The objective of this research was to identify the appropriate content for an orientation and mobility (O&amp;M) assessment for young children. It is necessary to have a reliable and valid assessment tool to evaluate whether young children are making adequate gains in response to early intervention efforts in O&amp;M. Very little literature exists on the O&amp;M needs of children aged birth to 6 years because of the roots in adult rehabilitation of the field of O&amp;M. Methods: A group of expert-level professionals in the field of early intervention O&amp;M engaged in a consensus process to establish face validity and content validity of the assessment items, which was accomplished using a Delphi study to identify relevant topics for assessment as a first step in developing a research-based assessment tool. Cutoffs for agreement were established prior to analysis, with 90% consensus for face and content validity of a high-stakes assessment that allows the score on the assessment to serve as a snapshot of a child’s progress. Results: All skills and concepts on the assessment were validated, and seven new items were added. Discussion: The resultant assessment tool is comprehensive in measuring the areas of O&amp;M for young children that specialists found useful for determining the need for services and monitoring progress, does not contain extraneous test questions, and can stand alone as a snapshot of student progress. One item was added to the background information portion of the assessment tool because of its usefulness to some practitioners despite a consensus level below 90%. Future research should seek to establish construct validity and reliability measures. Implications for practitioners: Orientation and mobility specialists can begin using the updated item tool with improved content validity available from the New Mexico School for the Blind website.

Plant image identification application demonstrates high accuracy in Northern Europe.

Automated image-based plant identification has experienced rapid development and has been already used in research and nature management. However, there is a need for extensive studies on how accurately automatic plant identification works and which characteristics of observations and study species influence the results. We investigated the accuracy of the Flora Incognita application, a research-based tool for automated plant image identification. Our study was conducted in Estonia, Northern Europe. Photos originated from the Estonian national curated biodiversity observations database, originally without the intention to use them for automated identification (1496 photos, 542 species) were examined. Flora Incognita was also directly tested in field conditions in various habitats, taking images of plant organs as guided by the application (998 observations, 1703 photos, 280 species). Identification accuracy was compared among species characteristics: plant family, growth forms and life forms, habitat type and regional frequency. We also analysed image characteristics (plant organs, background, number of species in focus), and the number of training images that were available for particular species to develop the automated identification algorithm. From database images 79.6 % of species were correctly identified by Flora Incognita; in the field conditions species identification accuracy reached 85.3 %. Overall, the correct genus was found for 89 % and the correct plant family for 95 % of the species. Accuracy varied among different plant families, life forms and growth forms. Rare and common species and species from different habitats were identified with equal accuracy. Images with reproductive organs or with only the target species in focus were identified with greater success. The number of training images per species was positively correlated with the identification success. Even though a high accuracy has been already achieved for Flora Incognita, allowing its usage for research and practices, our results can guide further improvements of this application and automated plant identification in general.

Looking Up at the Ivory Tower: Juvenile Court Judges’ and Attorneys’ Perceptions of Research Use

Objectives: Explore how judges and attorneys define, acquire, interpret (i.e., determine the accuracy and relevancy), and use research in their decision-making in delinquency cases. Methods: We conducted semi-structured interviews with 30 judges, 15 prosecutors, and 13 defense attorneys. We used stratified purposeful sampling, stratifying participants by region of the U.S. and urbanicity. Results: Judges and attorneys have a sound understanding of how research can enhance their work. Typically, judges and attorneys acquire research from intermediaries. Beyond being a conduit for research, intermediaries play an important role in vetting the quality of research and identifying viable recommendations for practice. While practitioners are willing to use research, they feel that their ability to do so is limited by factors such as state policy, funding, and inaccessibility of research. Conclusions: While we caution generalization of the findings, this study contributes to the evidence-base on the use of research by documenting that judges and attorneys most often use research conceptually (i.e., research changes their perspective which then changes their behavior). Although respondents also reported using research-based tools to make specific decisions (instrumental use), many reported overriding research when they felt it conflicted with their judgment, suggesting that political use of research may be prevalent.

Adoption, Implementation and Maintenance of the Food and Physical Activity Questionnaire for National Nutrition Education Program Evaluation

Abstract Objectives The Expanded Food and Nutrition Education Program (EFNEP) is a national nutrition education program aimed to improve the health of low-income families in the areas of diet quality, physical activity, food safety, food resource management, and food security. Although EFNEP funds may not be used for research, the program provides an opportunity to disseminate and implement research-based tools and interventions. This study examines the nationwide adoption, implementation, and continual use of the research-tested Food and Physical Activity Questionnaire (FPAQ) for EFNEP adult evaluation. Methods Transition from the Adult Behavior Checklist to the FPAQ was assessed following the RE-AIM dissemination and implementation framework. Specifically, the three factors of Adoption, Implementation, and Maintenance. Adoption was measured by the proportion of total EFNEP institutions using the FPAQ. Implementation measures included consistency and modifications made by EFNEP institutions. Lastly, maintenance was assessed via national program outcomes. Results Adoption was 100%. All 76 land-grant universities that deliver EFNEP used FPAQ starting October 1, 2018. On average, FPAQ was used annually by 384 professionals, 1456 paraprofessionals, and 15,705 volunteers. Implementation fidelity was supported through Spanish and English language formatted questionnaires, facilitation guides, and online training. All institutions used the same web-based system to enter participant responses pre and post nutrition education intervention. Modifications included grayscale questionnaires and translation into Chinese, Hmong, Arabic, Somali, and Karen. Averages of 2018 and 2019 FPAQ results show that after completing EFNEP, adults improved behaviors in the areas of diet quality (93%), physical activity (78%), food safety (80%), food resource management (80%), and food security (48%). Conclusions Overall, the FPAQ was successfully adopted and implemented by all 76 universities that deliver EFNEP across the country. As use continues, additional measures of efficacy at the university-level and the national-level may strengthen the assessment of maintenance and public health impact of national nutrition education programs. Funding Sources USDA National institute of Food and Agriculture (NIFA), Expanded Food and Nutrition Education Program (EFNEP).

Intelligibility in Context Scale: Sensitivity and specificity in the Jamaican context

ABSTRACT The present study investigated the sensitivity and specificity of the English Intelligibility in Context Scale (ICS) and the ICS-Jamaican Creole (ICS-JC) translation with bilingual preschool-aged Jamaican children. Participants in this study were 262 English-Jamaican Creole simultaneous bilingual children (aged 3;3 to 6;3, M = 4;11, SD = 7.8). The ICS and ICS-JC were administered to parents in auditory form, rather than written form. Although recent evidence has demonstrated the validity and reliability of the ICS as an assessment tool in various languages, further data are needed to determine diagnostic accuracy of the ICS and ICS-JC in Jamaican children. The sensitivity and specificity of both tools were high in this cohort of children, indicating that in the Jamaican context, these versions of the ICS could be used as screening tools to identify children who require further assessment of speech sound disorders. A cut-off score of 4.12 was used for both tools to achieve high sensitivity (0.84) and specificity (0.70) values for the ICS, as well as high sensitivity (0.84) and specificity (0.71) for the ICS-JC. The results of this study also demonstrate that administration of the auditory ICS is a valid way of collecting parent reports about children’s speech intelligibility, which has implications for use of the ICS in languages with no written form or with parents who have a low level of literacy in the languages they use. This investigation is relevant not only to this underserved population but broadens knowledge of research-based tools for working with bilingual children.

Facilitating Authentic Learning Experiences in Distance Education: Embedding Research-Based Practices into an Online Peer Feedback Tool

Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a) intentionally applied and (b) supported through research-based tools that facilitate the learning process seamlessly for students. To address this challenge, we developed a research-based online application that supports authentic learning. In this article, the theoretical foundations and empirical support for the tool are described, along with critical design decisions that support suggested characteristics of authentic activities. The authors overview formative research conducted during a four-year development process. Several case studies conducted at research-intensive universities are provided to describe how student motivation, metacognition, and strategic behaviors were facilitated through the tool and to encourage readers to apply similar research-based strategies in their own authentic learning contexts

DEVELOPMENT AND EVALUATION OF THE NURSES IMPROVING CARE FOR HEALTHSYSTEM ELDERS (NICHE) LONG-TERM CARE PROGRAM

Nurses Improving Care for Healthsystem Elders (NICHE) is a geriatric care model that positions nurses as leaders to address the unique care needs of older adults. From 2016 to 2019, we developed and piloted the NICHE-LTC program. NICHE-LTC program includes the three interrelated components of 1). the Geriatric Resource Nurse (GRN) and Geriatric Certified Nursing Assistant (GCNA) clinical leadership roles; 2) research-based clinical protocols and assessment tools; and 3). staff development, quality improvement (QI), and care coordination models to build clinician and organizational capacity in geriatrics. We report the results of a summative program evaluation of the NICHE-LTC program. We collected data on organizational and participant demographics, facility enrollment and retention, program completion rates, clinical quality improvement project plans, and participant satisfaction data from 369 individuals working in 79 facilities participating in NICHE-LTC program from January 2016 to February 2019. The majority of participants (80%) reported a positive learning outcome after completing NICHE-LTC program. Additionally, 80% reported they agreed or strongly agreed that their knowledge and ability to implement quality improvement initiatives in their facilities improved. The NICHE-LTC supported facilities ability to move from process-oriented QI priorities to patient-based outcome QI priorities such as falls, pain management, and managing behaviors of dementia. Over the three-year pilot period, NICHE-LTC program maintained an 89.4% annual retention rate. The high annual retention rate suggests that members value the program as an approach to address the clinical quality and nursing workforce development needs in LTC settings.

A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship

Existing prejudice-reduction interventions in schools mainly target majority students and are mostly conducted by researchers, which limits their use for anti-discriminatory practices in culturally mixed schools. We tested a teacher-led intervention aiming at prejudice-reduction among both minority and majority adolescents through vicarious contact. The effects of indirect vicarious contact rest on observed ingroup role models of intergroup contact who have positive attitudes towards the outgroup, and vice versa. However, the specific impact of vicarious contact exerted by outgroup role models in comparison with ingroup role models has never been studied in interventions conducted in naturalistic school settings. To fill these gaps, a field experiment was conducted among secondary school students in Finland (Nmajority = 437; Nminority = 146). The experiment consisted of two stages, between which the ethnic status of the role models (majority vs minority) in stories read during the intervention sessions was changed. This was done to explore the impact of the in- and outgroup role models after the first stage, and to test the overall effect of the intervention on out-group attitudes and perceived in- and outgroup norms after participants were presented with both majority and minority storytellers after the second stage. The intervention affected the perceived outgroup norms among the minority participants as they perceived norms prevailing in the majority group to be more positive after the intervention. However, the ethnic status of the role models made no difference for any outcome variable. Ways to implement scientific knowledge into practice by providing research-based tools for multicultural education are discussed.