Review Of Educational Research Research Articles

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

A systematic review of TPACK research in primary mathematics education

AbstractThis study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.

Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy

PurposeResearch has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.Design/methodology/approachThe study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.FindingsThe findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.Originality/valueThe significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Incorporating Mental Health Literacy Into the Sport Management Curriculum

Mental health is an emerging area of interest in sport, but there is a paucity of educational initiatives in sport management curricula to train the next generation of sport managers to address the mental health needs of athletes, a type of knowledge that the mental health literature operationalizes as mental health literacy. One goal of accrediting bodies such as the Commission on Sport Management Accreditation is for excellence in sport management education; thus, due to the changing landscape of sport, sport management curricula should incorporate mental health literacy competencies. This educational research review provides justification for the inclusion of mental health literacy competencies in sport management curricula and accreditation standards, as well as pedagogical strategies for implementation.

Validation of the Undesirable Behavior Strategies Questionnaire: Physical Educators’ Strategies within the Classroom Ecology

Abstract This study sought to propose the Undesirable Behavior Strategies Questionnaire – Physical Education (UBSQ-PE), based on Doyle, W. (1977). Paradigms for research on teacher effectiveness. Review of Research in Education, 5(1), 163–198. classroom ecology paradigm, and validate its use within Physical Education. 289 physical educators participated in the study (80 of them in the pilot study) and completed a survey evaluating the strategies they used across the classroom ecology task systems. An exploratory factor analysis proposed a four-factor solution that measured teachers’ strategies for Differentiation of Instruction, Interaction for Students, Classroom Management, and Interaction with Students and explained a cumulative 47.45% of the total explained variance (KMO = 0.809, χ 231 2 {\chi }_{231}^{2} = 1,266, 684, p < 0.001). A confirmatory factor analysis indicated a good fit of the data to the four-factor solution (χ2/df ratio = 1.52, comparative fit index = 0.906, Tucker Lewis index = 0.890, standardized root mean square residual = 0.079, root mean square error of approximation = 0.05), providing evidence for the instrument’s internal consistency. Multiple analyses of variance showed that there were differences in teachers’ strategies based on their gender, age, studies, professional knowledge, and school level. The use of UBSQ-PE asserts that teachers use undesirable behavior (UB) strategies according to their personal and professional characteristics. Teacher education programs could use this information for supporting PE teachers to adjust their UB strategies in response to each classroom’s interrelated task systems.

When Video Improves Learning in Higher Education

The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver, and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the journal Review of Educational Research, found, overall, effects to be positive. In the present paper, we critique this study. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and re-analyse study data. We found the results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, that claims of a universal benefit are not yet warranted.

Перспективные направления дидактических исследований в России

The article presents the findings of the study undertaken as part of the project for the Russian Foundation for Basic Research — Promising Areas of Didactic Research in Russia. The authors discuss social and cultural issues in didactics, such as instability and non-standard living and professional conditions, the dynamism of the professional arena, unexpected intricacy of job responsibilities, and others. The study reveals how the research area has expanded beyond the discovery of common patterns in schooling and higher education to include preschool, postgraduate, corporate, domestic, and senior citizen education, as well as tutoring. It raises new didactic challenges related to the digital transformation of education and describes changes in the methodological regulation of didactic research using V.S. Styopin’s typology of scientific rationality, which encompasses classical, non-classical, and post-nonclassical kinds.
 The authors present a review of didactic research in higher education based on the integration of competency and value-semantic methods that focus on the search and application of perso­nal meanings in both education and subsequent activities. They also discuss the specific features of adult education practices as well as the challenges they pose to didactics, including changes in subjects of education, multi-agency in the educational process, multiple ‘integration points,’ ‘non-cognitive’ types of experience, a shift in the teacher’s position, and the coherence and complexity of didactic theory.

Engaging knowledge users in Canadian knowledge mobilisation research: a scoping review of research in education

Background:This study examines the engagement of knowledge users in knowledge mobilisation (KMb) research on Canadian K-12 teaching and education policy. Research on and around KMb has grown in the decade since this field was first assessed comprehensively. Thus, it is timely to re-evaluate if current knowledge producer-user relationships in KMb research feature the mediating variables or recursive elements promulgated as best practices in KMb research. Methods:A scoping review was conducted to identify the profile of knowledge users, map the engagement of knowledge users, and account for any changes to their roles in the research process since 2008. Twenty-eight relevant studies were identified. Contextual data and frequency of engagement with knowledge users were collected and analysed. Findings:Findings indicate that a diverse group of knowledge users are engaged in KMb research and draws on knowledge from various disciplines. A majority of the studies reported that knowledge users were engaged in at least two stages of their research process, with them most frequently engaged during the search and data collection phase of the research process. Discussion and conclusion:There has been an encouraging effort in building iterative producer-user connections with knowledge users being engaged, often repeatedly, across different phases of the research process. This indicates an increasingly collaborative model of soliciting user insights on the development and diffusion of research evidence. The review sets the foundation for potential future research on producer-user engagement and provides insights applicable beyond the Canadian K-12 education system.

Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta‐review

AbstractIn order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta‐review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K‐12 student populations in any school form with experimental or quasi‐experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand‐searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre‐registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre‐registered protocols, data sharing, reproducibility of primary research data and reproducible search strings. Context and implications Rationale for this study Rigorous systematic review is the method to use to evaluate and provide synthesis of methods and interventions in educational research. Why the new findings matter Alarmingly few systematic reviews were judged with low risk of bias and few reviews utilise recent open science practices. This might undermine the reliability of study findings. Implications for journals and review researchers This meta‐review highlights the need for review researchers and journals to better adopt best practices in systematic reviews. We therefore urge for better dissemination and awareness of systematic reviews standards and for more transparency in the review process, which may lead to more reliable synthesis of what works best in education. In the long run this is a necessary change and way forward to provide evidence‐based practices in the classroom.

Exploring the integration of bite-sized learning: A scoping review of research in education and related disciplines

This scoping review investigates the potential of bite-sized learning approach in music education. The review identified articles from Scopus and ERIC databases, revealing that bite-sized learning is widely discussed in the field of ICT, mathematics, and medicine. Bite-sized learning is pedagogical and pragmatic, providing easy access, convenience, and reducing cognitive load. The study suggests that music educators can incorporate bite-sized learning by refining music content into manageable small units, utilizing flexible platforms such as TikTok, and tailoring the approach according to learner interests. Bite-sized learning can improve the quality of learning by creating an enjoyable, useful, and understandable learning session, reducing time to mastery, and improving mental health. Moreover, bite-sized learning can align with the 21st century learning traits such as personalization. This review highlights the potential of bite-sized learning in music education and recommends further research to examine its effectiveness in various instruments and related subjects. The study concludes that bite-sized learning can be recognized as a pragmatic, flexible, brevity and personalized learning approach that aligns with the needs of modern learners for the 21st century.

(Invited) Application of Open-Source, Python-Based Tools for the Simulation of Electrochemical Systems

There is a rich history of mathematical modeling of electrochemical systems. These simulations are useful 1) to refine our understanding of systems that contain complex, coupled phenomena, 2) to design and control electrochemical devices, and 3) to help novices in developing confidence and intuition for the behavior of electrochemical systems.Regardless of the application, cyclic voltammetry, storage batteries, secondary current distributions, or corrosion to name a few, elucidating the relationship between current and potential is central to understanding how electrochemical systems behave. Here, we report on historical and future perspectives of simulating electrochemical systems with open-source, python-based tools. The presentation includes a tutorial of the formulation of problems based on underlying engineering and electrochemistry principles.Within R1 universities in the United States, excellent resources are available at little to no cost for the simulation of electrochemical systems. However, the price for these tools can be prohibitive for most engineers and scientists working in industry. Access to these tools is even worse in low- and lower-middle-income countries. Actively supporting open-source software promotes a more inclusive scientific and research community that is essential to confronting the challenges facing society. Python was chosen because it is open-source.FEniCSx, a popular open-source computing platform for solving partial differential equations,1-2 is applied to the solution of primary and secondary current distributions for two- and three-dimensional geometries. FEniCSx is used on both desktop computers as well as within high performance computing environments, such as Georgia Tech’s PACE.Simulations have long been known to increase interactions between instructors and teachers as well as to help students visualize content.3-4 Recently, tools developed in python have been applied to simple electrochemical systems. 5-6. Because of the low barrier to entry and access to numerous computational packages, such as numpy, matplotlib, and scipy, the Anaconda distribution of python is promoted. A series of dynamic simulations are designed to help students improve their understanding of electrochemical systems. These simulations feature animation and extensive use of widgets that allow students to adjust parameters and immediately observe the results. A. Logg, K. A. Mardal, G. N. Wells. Automated solution of differential equations by the finite element method, Lecture Notes in Computational Science and Engineering, 84 LNCSE (2012).A, Logg and G. N. Wells. DOLFIN: Automated finite element computing, ACM Transactions on Mathematical Software, 37.2 (2010).T. de Jong, W. R. van Joolingen, Scientific Discovery Learning with Computer Simulations of Conceptual Domains, Review of Educational Research, 68, 179-201 (1998).R. E. West, C. R. Graham, Five Powerful Ways Technology Can Enhance Teaching and Learning in Higher Education, Educational Technology, 45, 20-27 (2005).X. Wang, Z. Wang, Animated Electrochemistry Simulation Modules, J. Chem. Educ., 99, 752-758 (2022).T.F. Fuller, J.N. Harb, Using Python Simulations for Inquiry-Based Learning of Electrochemical Systems, ECS Meeting s, (2021). DOI 10.1149/MA2021-02511503mtgabs

Studienbewertung in systematischen Reviews der Bildungsforschung – Planungsschritte und Kriterien zur Prüfung der internen Validität von Interventionsstudien

ZusammenfassungSystematische Reviews, die in der evidenzbasierten Medizin heute fest etabliert sind, werden auch in der Bildungsforschung zunehmend umgesetzt. Mithilfe solcher Übersichtsstudien lassen sich Wirkungsbefunde zu pädagogischen Maßnahmen umfänglich zusammentragen und evaluieren. Da hierfür eine Einschätzung der Qualität der empirischen Datenlage notwendig ist, stellt die Qualitätsbewertung von Studien eine zentrale Aufgabe im Review-Prozess dar. Sofern die Durchführung eines Reviews nicht über externe Review-Organisationen erfolgt, muss die Studienbewertung selbstständig konzipiert werden. Dies birgt jedoch Herausforderungen angesichts der vielfältigen Forschungsdesigns von pädagogischen Interventionsstudien und möglichen Bewertungskriterien, die passend zum Evidenzkonzept in der Bildung und zum jeweiligen Untersuchungsgegenstand definiert werden müssen. Der Beitrag beleuchtet die selbstständige Konzeptionierung der Studienbewertung in systematischen Reviews der Bildungsforschung und fokussiert dabei die Beurteilung der internen Validität von Interventionsstudien. Es werden relevante Planungsschritte zusammengefasst und reflektiert, die aus einer Recherche in theoretisch-konzeptionellen Arbeiten und Kriterien-Checklisten zur Qualitätsevaluation hervorgehen. Die Umsetzung dieser Schritte wird anhand der Studienbewertung eines systematischen Reviews zur Wirkung sprachsensibler Unterrichtsansätze exemplarisch illustriert. Dabei wird auch das Kriterienraster zur Beurteilung der internen Validität von pädagogischen Interventionsstudien vorgestellt, das in diesem Review als Ergebnis des Konzeptionsprozesses entstanden ist. Der Beitrag macht deutlich, dass die Studienbewertung gründliche Planungen und Richtungsentscheide voraussetzt. Das vorgestellte Kriterienraster kann zur Orientierung für die Qualitätsbewertung in anderen systematischen Reviews der Bildungsforschung dienen.

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

A scoping review of action research in higher education: implications for research-based teaching

ABSTRACT Several scholars argue for a closer association between research and teaching in higher education, but it is unclear how research-based teaching can be actualized. Action research (AR) offers designs that position students as actors of the research processes, for example by doing research themselves or co-researching. Therefore, AR and research-based teaching can be considered mutually nested pedagogical and methodological processes. In this scoping review, we explored studies methodologically framed as AR which involve higher education students in the Humanities and Social Sciences as participants. We focused on (1) the research characteristics and (2) how the students were positioned in the identified studies. By reviewing 218 studies in line with inclusion criteria, we found three student positions: students as researchers, as learners and active contributors to research, and as source of information. We discuss implications for teachers/researchers who adopt AR and how they can develop research-based teaching involving students as researchers.

Mathematics education research on language and on communication including some distinctions: Where are we now?

In this article, we present a narrative review of mathematics education research on language and on communication over 2019–2022, but also look ahead by addressing challenges posed by the lack of distinction between language and communication. The persistence and significance of the problem of the distinction between language and communication are thus outlined in a historical moment of celebration of growth of research in the domain. Informed by the analysis of a selection of research journal articles and by our trajectories, we discuss influential topics in the recent discourse: multilingual mathematics classrooms; mathematics teacher education on language in mathematics teaching; multimodal mathematical communication; interaction and mathematics learning; mathematical language and discourse. We connect this with new emerging or old revisited concepts: instructional designing, gesturing, argumenting and languaging. We finish by further reflecting on multimodal mathematical communication and gesturing, and on the potential of expanding the notion of mathematics register towards a notion of mathematics communication register.

Foreword

Welcome to this special issue of Clinical Theriogenology centered around the topic of educational research. Great thanks to Dr. Augustine Peter and to this journal for supporting this work and to those colleagues who provided manuscripts. In this special issue, you will see a spectrum of types of educational research publications including a review and archiving of educational research specific to theriogenology, prospective studies, retrospective studies, and descriptions of best practices. A recent review of educational research in all veterinary disciplines demonstrated great variability between schools in how much educational research was generated. We know from the literature and from anecdotes that this is due to variability in how educational research is accepted as valid research and how much time, training, and other support are provided to permit faculty, residents, and staff to do this work. It is our hope that by providing this body of information, we can encourage each other to look at our teaching with an eye for how we can monitor changes and better share that information with each other.
 Annett AnnandaleHenry AnnandaleMargaret Root Kustritz
 Guest Editors

A review of interprofessional education research: Disciplines, authorship practices, research design, and dissemination trends

PurposeIn 2007, the World Health Organization launched the Programme on Interprofessional Education and Collaborative Practice to emphasize the importance of interprofessional education (IPE). Since then, numerous IPE reviews have focused on what has been implemented and evaluated. The purpose of this review was to explore how IPE has been implemented and evaluated in research. MethodsThe following aspects of IPE research were explored: 1) disciplines included; 2) authorship patterns, 3) assessment focus, and 4) dissemination trends. Abstracts were screened before a full text screening, review, data extraction, analysis and audit. Frequency and percentages were reported for categorical data while means and standard deviations were reported for continuous data. Chi-squared analyses examined differences between groups for categorical variables. ResultsThree-hundred and fifty-nine articles met the inclusion criteria. Authors from medical, nursing, and pharmacy schools published most frequently, with a majority using quantitative or mixed-methods techniques. Most studies involved a student discipline without an author from that discipline. Most studies also evaluated student perceptions and student knowledge, with few measuring faculty perceptions. Studies were also mostly conducted in classes, simulations, and experiential settings. IPE research was published in 98 journals, most of which were interdisciplinary journals, with the largest increase in publications in the most recent year of the review. ConclusionIPE research has grown substantially over the past 10 years. Consideration should be given to expanding IPE research methodologies, strategically publishing IPE findings, and promoting authorship representation for any student discipline involved in IPE.

Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics

Among the relevant aspects of the family resemblance approach (FRA), our study focuses on the potential of the approach to elaborate on disciplinary identities in an interdisciplinary context, specifically regarding the interplay between physics and mathematics. We present and discuss how the FRA wheel can be used and intertwined with the framework of boundary objects and boundary crossing mechanisms (Akkerman & Bakker, Review of Educational Research, 81, 132–169, 2011), which is well-known in STEM education for dealing with interdisciplinarity. The role of the FRA discussed in the article is dual: both practical and theoretical. It is practical in that we show how its use, in combination with the Akkerman and Bakker framework, appears effective in fostering productive discussions among prospective teachers on disciplinary identities and interdisciplinarity in historical cases. It is theoretical in that the combination of the two frameworks provides the vocabulary to characterise the ‘ambiguous nature’ of interdisciplinarity: like boundaries, interdisciplinarity both separates disciplines, making their identities emerge, and connects them, fostering mechanisms of crossing and transgressing the boundaries. This empirical study reveals how the theoretical elaboration took advantage of the prospective teachers’ contributions. We initially presented the FRA to characterise disciplinary identities, but the prospective teachers highlighted its potential to characterise also the boundary zone and the dialogue between physics and mathematics. The data analysis showed that the combinination of the two frameworks shaped a complex learning space where there was room for very different epistemic demands of the prospective teachers: from those who feel better within the identity cores of the disciplines, to those who like to inhabit the boundary zone and others who like to re-shape boundary spaces and move dynamically across them.

How Do Arts Contribute to Educational Research? A Book Review of Arts-Based Research in Education: Foundations for Practice

I write this review as a recommendation for potential readers: those who are new to and veterans with respect to arts-based research. Arts-Based Research in Education: Foundations for Practice is edited by Melisa Cahnmann-Taylor and Richard Siegesmund, with contributions from 22 authors and a cover artist. In addition to providing some information from a usual structure around contents, central themes and concepts, intended audience, genres of writing styles, strengths and weaknesses, and uniquenesses, I primarily focus on the content of the chapter entitled “Four guiding principles for arts-based research practice” which I found extraordinarily significant in the second edition of this book and most meaningful for those planning their arts-based research projects.

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices