Scholarship Of Teaching Research Articles

Time to Publication in Medical Education Journals: An Analysis of Publication Timelines During COVID-19 (2019-2022).

COVID-19 changed scholarly publishing. Yet, its impact on medical education publishing is unstudied. Because journal articles and their corresponding publication timelines can influence academic success, the field needs updated publication timelines to set evidence-based expectations for academic productivity. This study attempts to answer the following research questions: did publication timelines significantly change around the time of COVID-19 and, if so, how? We conducted a bibliometric study; our sample included articles published between January 2018, and December 2022, that appeared in the Medical Education Journals List-24 (MEJ-24). We clustered articles into three time-based groups (pre-COVID, COVID-overlap, and COVID-endemic), and two subject-based groups (about COVID-19 and not about COVID-19). We downloaded each article's metadata from the National Library of Medicine and analyzed data using descriptive statistics, analysis of variance, and post-hoc tests to compare mean time differences across groups. Overall, time to publish averaged 300.8 days (SD = 200.8). One-way between-groups ANOVA showed significant differences between the three time-based groups F (2, 7473) = 2150.7, p < .001. The post-hoc comparisons indicated that COVID-overlap articles took significantly longer (n = 1470, M= 539; SD = 210.6) as compared to pre-COVID (n = 1281; M = 302; SD = 172.5) and COVID-endemic articles (n = 4725; M = 226; SD = 136.5). Notably, COVID-endemic articles were published in significantly less time than pre-pandemic articles, p < .001. Longer publication time was most pronounced for COVID-overlap articles. Publication timelines for COVID-endemic articles have shortened. Future research should explore how the shift in publication timelines has shaped medical education scholarship.

Twelve tips for creating a works in progress conference that builds capacity for educational scholarship and creates a scholarly community

Educators have implemented various strategies to build capacity for education scholarship, and often, these strategies focus on a specific set of interested individuals. We perceived a need for a strategy to engage a health professions education community with peer support. The purpose of these 12 tips is to describe an approach in place for nearly two decades that concurrently advances education scholarship and fosters a community that welcomes novices to experts. The approach is based on principles that not only build capacity and community but also stress the importance of alignment with the institution’s missions. The tips guide setting up, conducting, and sustaining such an approach.

Post-pandemic positions: new perspectives on international education and public diplomacy in Australia

PurposeIn an era of internationalism, higher education and vocational training have been core to Australia’s nation-building, regional co-operation and public diplomacy. This essay examines what has become of the people-to-people aspect of Australia’s engagements in the Indo-Pacific region, as discussed in the Australian government’s influential White Paper on Australia in the Asian Century (2012). More recently, established patterns of international educational exchange, and their economic, social and cultural benefits, have been disrupted by the global COVID-19 pandemic, shifting international relations and domestic politics, with consequences for international education and public diplomacy.Design/methodology/approachThis essay introduces the scholarly context for a reappraisal of Australian histories of international education within the Indo-Pacific region since the mid-20th century, and the role of NGOs, academia and government in educational schemes and scholarships. It draws on an approach informed by international history, the history of education and diplomatic studies, to provide an overview of key themes and the past and present case studies discussed in the seven articles of this special journal issue.FindingsThe little-known histories of international education in Australia, and associated scholarship schemes, are important aspects of soft power or public diplomacy and the nation’s relations with the Indo-Pacific region. We argue that there needs to be greater acknowledgement of the vital role of these interpersonal interactions and the international organisations that facilitated such exchanges in histories of Australia’s internationalism and diplomacy. While Australian governments have initiated scholarship programmes, what is becoming clear is that understanding their significance for Australian–regional relationships demands a research focus on student expectations and experiences that often lay beyond government control.Originality/valueThis essay and the articles in this special issue offer new historic and current insights on international education policy and programmes and Australia’s diplomatic relations. Many of the highlighted case studies have not previously been analysed within this context, and fresh analysis makes an intervention into the field, revealing the complexities and limitations of international education and people-to-people relationships for Australia’s past and present connections with the Indo-Pacific region.

A New Generation of Pathologists: Addressing Modern Curriculum and Educational Scholarship for Pathology Educators and Trainees After the End of the COVID-19 Pandemic.

The COVID-19 pandemic irreversibly altered the pathology education landscape. It exacerbated workforce shortages, restricted in-person activities, and highlighted critical means in curricula evaluation to limit the expansion of medical knowledge gaps in postpandemic society. Training enacted swift changes toward online learning (e-learning) practices to minimize potential deficiencies in pathology education. Today, a breadth of widely available online pathology curricular tools, including e-learning and digital pathology, are increasingly being used by medical students, trainees, and pathologists worldwide. To critically address the continued role of e-learning and digital pathology in postpandemic pathology education and scholarship, as a current paucity of literature exists and lingering workflow effects of this pandemic affecting many anatomic and clinical pathology departments globally persist. A qualitative review of relevant literature is synthesized to create a timely, narrative discussion to bridge this literature gap. Peer-reviewed sources and other original or primary documents will be assessed. Because of the subjective nature of curricular development and defining what constitutes scholarship, no widely established consensus is present, though it has been touched on in previous literature. It may be years until we better understand how e-learning and digital pathology shape curricular practices, scholarship production, and patient-care delivery, though recent studies support sustained blended curricula beyond the COVID-19 pandemic. The education landscape continues to become increasingly digitalized, and infrastructures may soon be able to support complete digital pathology practice as the education norm. Future and theoretical insight for pathology and laboratory departments globally are provided.

Exploring Sustainability Instruction Methods in Engineering Thermodynamics Courses: Insights from Scholarship of Teaching and Learning

It is important that engineers are educated to consider sustainability in their work. Thermodynamics is a fundamental course required in several engineering majors that has a natural connection to sustainability topics (e.g., energy and limits on efficiency). This work examined how sustainability was included in university-level engineering thermodynamics courses, based on 18 peer-reviewed papers that described Scholarship of Teaching and Learning studies. This review found that environmental issues were included in 15 courses, social issues in 9 courses, and economic issues in 5. There were 11 papers that included topics related to one or more of the United Nations’ Sustainable Development Goals (SDGs), with 8 of the 17 SDGs represented by one or more papers. The learning outcomes from the courses provided many examples of cognitive outcomes at all six levels of Bloom’s taxonomy. In contrast, affective domain outcomes were generally not explicit. Methods of integrating sustainability topics included mathematical examples, labs, projects, service-learning, application-based learning, simulation tools, and book reviews. These examples should inspire instructors to foster sociotechnical mindsets toward engineering, which are a key to educating engineers who value sustainability and who will advocate for its importance in engineering.

Neuroliberalism in global education policy: towards a critical framework of neuroliberal governance in education

ABSTRACT This paper takes on the recent surge of neuroscience in global education policy and argues that the concept of neuroliberalism provides an insightful perspective through which to understand and critically analyze the contemporary mobilization of neurosciences within education. In particular, the paper unpacks the notion of neuroliberal governance as a context for examining emerging forms of behavioral government in education, and proposes a critical framework to enhance a research agenda on the implications of neuroliberalism in education policy and practice. The discussion explores the challenges for education scholars engaged in research and analysis that aims to bring the consequences of neuroliberal governance into view. In its account of what a critical neuroliberal framework might offer, the paper suggests that analyzing the ethical and political implications of neuroliberal governance in education is essential for unpacking the policy enthusiasm for neuroscience and its global reach.

Applying critical pedagogies to human rights education

ABSTRACT The right to education is recognised in international human rights law, underpinned by guidance for human rights education to assure the goals of the UN Charter. While this vision for human rights education has been around since the 1948 Universal Declaration of Human Rights, recent developments at UN level have galvanised interdisciplinary scholarship, drawing pedagogical frameworks from education studies, sociology, development studies, psychology, and philosophy into the teaching of international human rights law generally situated within law schools in higher education. Yet scholarship on the pedagogy of human rights education is in its infancy. Recent trends point to the transformative potential of utilising radical and critical pedagogies in furtherance of human rights education. Adding to the toolkit, this article presents a conceptually oriented framework for application to human rights educational practice. It builds on critical human rights education scholarship, interrogating how human rights education can tackle structural injustice, elucidating ways to infuse classroom learning with horizontal human rights principles, and examining the psychosocial factors in this kind of learning. The application of critical pedagogies to human rights education will be of interest to human rights educators and students of human rights everywhere.

Laughing off modernity into a Daoist movement in a college classroom in China: a decolonial and feminist materialist unpacking

ABSTRACT In this paper, I revisit a spontaneous laughter event in a college classroom in China to decolonize in three steps my/our otherwise naturalized modernity/coloniality assumptions about teaching/teachers, learning/learners, gender, objects, and classroom space toward a Daoist affective ecological imaginary. First, I invoke postcritical pedagogy scholarship to theoretically recast laughter, often taken as a humorous aberrance, as a mattering pedagogy. Second, I bring in feminist ‘pedagogies of mattering’ to attend to the materiality of the laughter event, further decolonizing hierarchical power and gendered subjectivities into an experienced democracy of flesh and affective movement of collectivity. Lastly, I reinvoke the Chinese Daoist notion tiānrénhéyī 天人合一as a hope-full alternative ethico-onto-episteme to reimagine education as cultivating ecologically responsible and responsive cosmic beings. I end this paper with some penultimate thoughts on theoretical-methodological challenges in decolonizing modernity-coloniality in a Chinese context, as an overseas-returning Chinese scholar, and with/beyond the Western scholarship.

Would teaching gender as core, not boutique, move us closer to the SDG gender equality goal?

ABSTRACT The Sustainable Development Goals, through Goal 5 on Gender Equality, put gender as a focus at the heart of every endeavour. Yet with 2030 looming, across the globe, we have made insufficient progress towards gender equality. Despite a plethora of mentions of the aim to achieve gender equality in regional and international documents, progress is slow (see https://www.unwomen.org/en/digital-library/publications/2022/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2022 and https://pacificdata.org/dashboard/sdg-5-gender-equality). What can be done? If transformative change is required, then a range of options needs to be explored. Could expanding exposure as to who studies gender be just one tool for building a pipeline of actors who take a gender lens when engaging with key issues, and speeding up progress towards the gender equality goal of the Sustainable Development Goals (SDG Goal 5)? How should we rethink the teaching of gender and development? My proposition is that gender should be mainstreamed in every course through a revised curriculum as a practical lever for change and to hasten progress towards Goal 5. The hope is that this paper can encourage conversation both in gender and development circles and the scholarship of teaching and learning, and prompt new lines of research and action towards rethinking the teaching of gender and development, which can then strengthen the knowledge base in the pipeline of political decision-makers and development actors. This paper is a call to action for the repositioning of gender at the heart of all studies – not as an elective or “boutique”, but as core to every subject.

“I enjoy conversing with my professor”: relational maintenance behaviors in the undergraduate student–instructor context

ABSTRACT Scholars of communication, teaching, and learning have been calling for more research on the instructor–student relationship to be studied from an interpersonal perspective. To answer these calls, we conducted a two-step scale development study, first to derive participant-generated responses concerning undergraduate student relational maintenance behaviors and second to construct and validate a scale concerning those behaviors. Of additional interest was to explore reasons as to why students aim to maintain these relationships. A 19-item measure titled the Student Relational Maintenance Scale was created, consisting of making connections, respectful behavior, classroom participation, expressing gratitude, and classroom effort. Additionally, results revealed that both professional reasons and personal reasons motivated students to build these relationships. The results of this study provided further insight into how and why undergraduate college students build positive interpersonal connections with their instructors.

The Impact of Exemplars On The Academic Outcomes For Master’s In Education Online Graduate Students

Annotated exemplars have recently been scrutinized as an academic support strategy in the context of Higher Education Institutes (HEIs). The idea is that using exemplars may front-load the system regarding student academic performance through the provision of meaningful feedback and task-specific comments before formal student submissions. More specifically, The Scholarship of Teaching and Learning (SoTL) research regarding exemplar use has called for the investigation of these exemplars on academic performance for the online graduate student. The purpose of this quantitative, quasi-experimental study was to determine if and to what extent the integration of annotated exemplars impacted the academic outcomes for Masters in Education online graduate students. Academic outcomes were designated as assessment grades and overall course grades. The study methodology and design were quantitative quasi-experimental using traditional pre-/post- techniques regarding this exemplar implementation with a convenience sample. The sample size of the experimental group is n = 17. The control group ranges from n = 25 to n = 27. The objective stated explicitly is to investigate if and to what extent the use of annotated exemplars impacts overarching student outcomes for graduate students at a university in the southwestern United States. The results showed no statistically significant difference between the control group and the experimental group for assignment grades, resulting in a retention of the null hypothesis. The results also indicated that there was a statistically significant difference between the control group and the experimental group for overall course grades, resulting in a rejection of the null hypothesis. Potential areas of future research might include brick-and-mortar settings, larger sample sizes, other student populations, or a qualitative examination of student perceptions about exemplars.

Leadership as Métissage: Seeking to Indigenize our faculty of education

As a faculty of education, we have ethical, professional, and legal commitments that compel us to make meaningful and significant contributions to reconciliation between Indigenous and non-Indigenous people. This work is long overdue, justice has too long been denied, the ongoing legacies of colonization that play out through education need to be disrupted now. Yet this work must be done in a good way, decolonization is required, many complexities exist stemming from the past and present dominance of Eurocentric knowledge in our society, K-12, and post-secondary education systems. The authors of this paper made up all of the full-time staff members in a faculty of education. We used a collaborative scholarship of teaching and learning research project and a Métissage methodology to seek to collectively lead the Indigenization of learning, teaching, leadership, and scholarship in our faculty. In braided narrative vignettes, we situate ourselves in relationship to this work, explore tensions and complexities, wrestle with axiological considerations, reflect on practices we have engaged in, share how we have taken up this work with our students, colleagues, and school partners, identify questions and steps in front of us, and reflect on how Métissage has served as a shared leadership process to support the Indigenization of our faculty and our University as a whole. Our stories are situated in a Bachelor of Education after degree program that serves approximately 120 students located in the traditional territories of the Blackfoot Confederacy, the Tsuut’ina Nation, and the Stoney Nakoda Nations.

Inculcating IKS cultural practices into the pre-service science and mathematics teacher education curriculum at an Institution of Higher Education in Namibia

In this paper we interrogate the teachers training programme offered at an institution of higher learning in Namibia. We used Empiricism to explore the authentic practices used in the transformational processes exposed to 3rd and 4th year mathematics and science student teachers. We emphasized three important constructs that guide the scholarship of teaching, namely standards of excellence, virtues and values to guide IK integration in the curriculum. We conclude that student teachers understood the meaning and importance of IK. However, the teacher preparation curriculum did not include aspects related to IK, it was left at their own discretion to adopt. We recommend appropriate strategies for adoption to implement and guide the required standards and values for curriculum development.

Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

Post-truth strategies are characterized by the manipulation of facts and personal assertions of the truth for political gain. By seeding polarization, skepticism, and mistrust, post-truth presents challenges to teaching and learning within academic settings. In this paper, we explore how post-truth is articulated in higher education literature using a critical pedagogical lens. We suggest that pedagogical scholarship needs to expand its scope beyond a focus on the media antics of individual politicians in order to interrogate the reliance on dominant framings that simply define “post-truth” as circumstances where personal beliefs take precedence over established facts. We argue that the current framing of post-truth shapes the educational response to this issue, which focuses on helping students discern correct from incorrect information, as opposed to teaching students how power and knowledge are intertwined in post-truth and ways to understand and address the subsequent and potentially harmful power relations. Since post-truth strategies are enacted to restrict thoughtful reflection on dominant relations of power, we propose a critical pedagogical framework to problematize the notion of objective truth, account for the politics of exclusion, examine power relations, and contest post-truth strategies.

Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

This research recounts a scholarship of teaching and learning (SoTL) project aimed at facilitating students’ empathic development while also offering ways to identify and assess students’ written expressions of empathy. I ground this work in an exploration of the many processes labelled as empathy and the reasons for including empathy as a course learning outcome. While participating in the Lighted School House program, I explored using progressive, or stacked, writing reflections to help students build, recognize, and articulate their own empathy. I conducted a close reading of final reflection papers in two offerings of a second-year community engagement course (in 2017 and 2019) in which students worked with an afterschool program in local elementary and middle schools. This enabled me to identify features of student writing—the evidence or “artifacts”— that illustrated their understanding of empathy, others’ perspectives, and positionality. To assess the depth and complexity with which students articulated their empathy, I devised a scale to identify these written expressions as novice, intermediate, or advanced. The analysis showed the importance of using an “imagine-other” perspective rather than merely imagining oneself in another’s situation, valuing others to inspire empathic action, and using conversation as a powerful tool for developing empathy. The project points to pedagogical practices that encourage students to employ effective conversation and listening skills in community engagement. This research suggests ways to help students better express their empathy by revising prompts and rubrics to clarify the particular empathic processes targeted and to foster strong writing skills.

Epistemic injustice and the “Nature of Science”

AbstractScientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construct has shaped national and international science education reforms with the goal of creating a more scientifically literate populace. In this article, we name and question assumptions built into the NOS construct using the philosophical perspective of epistemic injustice. Using specific lenses of contributory injustice and testimonial injustice, we analyzed the 97 most‐cited peer‐reviewed NOS journal articles to examine which scholars are selected to create the NOS construct. We also examined how researchers using NOS position learners in relation to the construct. We found that White men are primarily named by NOS scholars to inform the construct. We also found that NOS research often positions learners from a deficit perspective compared to the construct. We conclude by discussing the potential injustices perpetuated by the NOS construct, and offer a vision for a more complete story of science in sites of learning.

Reviewing Concentrated Poverty Literature Through an Antiblackness Lens to Reveal a Concentrated Debt

The relationship between concentrated poverty and educational outcomes has received substantial attention in academic research over the last 3 decades. Researchers have argued that neighborhood characteristics are associated with academic achievement, educational attainment, dropout rates, college entry, cognitive abilities, attendance, and grade repetition. Given that Black students constitute a large proportion of those living in concentrated poverty, coupled with the urgency of contemporary times where state-sanctioned violence is on full display in the United States, assessing how education scholars are conceptualizing concentrated poverty is vital. Utilizing an antiblackness lens to critically review 64 recent articles addressing concentrated poverty and educational outcomes, we explicitly drew on anti-Black scholarship to expand the discourse from “concentrated poverty” to a “concentrated debt.” A concentrated debt constitutes education, racial capital, placemaking, and humanity debts. We argue that to address these debts, we must move beyond deficits, lacks, and disorganization of Black neighborhoods and toward humanizing Black students and their families by investing in their homes, schools, and communities.

Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers

Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers have to look holistically and systematically at program design and evaluation. However, we can talk about exemplary practices that have been supportive in preparing TOCIT. This article describes various teacher education pedagogical and theoretical practices that have been used in the preparation of TOCIT within different types of teacher education programs. We discuss two common types of teacher education programs—traditional and alternative. We also discuss the policy landscape for these teacher education program types, focusing on practices used in TOCIT preparation. Recommendations are suggested for policymakers to work intentionally toward creating a diverse teacher workforce and providing support—resources and financial—throughout teachers’ careers. Keywords Teachers of color, Indigenous teachers, alternative certification programs, Grow Your Own, residency programs

Exploring Twitter as a social learning space for education scholars: An analysis of value‐added contributions to the #TPACK network

AbstractSocial media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to examine the structure and characteristics of the #TPACK Twitter network and to determine whether and how the users were engaging in value‐added NPS. Our findings revealed that the #TPACK Twitter network was loosely organized, and users were not very well connected outside of their clusters. Our findings also revealed that #TPACK tweets largely did not represent value‐added NPS. The majority of posts lacked useful context, were limited to merely sharing links to resources and did not establish meaningful interactions among users. The implications of this study provide a new direction for educational technology researchers and PK‐12 practitioners to approach social media from a value‐added standpoint and to apply value‐added NPS to improve their use of social media to advance research, enhance professional learning and forge closer ties between researchers and practitioners. Practitioner notesWhat is already known about this topic Publication in high‐impact academic journals and measuring research impact through citations and journal indexing is still the dominant practice in research dissemination; however, there is growth in the use of alternative methods and the use of altmetrics to measure the impact of these methods. Scholars struggle with using social media in ways that align with networked participatory scholarship (NPS). Social network analysis (SNA) is the study of the structure and characteristics of the relationships that form in social networks, and can be used to fanalyze an online social network. What this paper adds Value‐added social learning theory and NPS can be used in SNA to both evaluate and inform scholars' social media practices. Educational technology scholars and practitioners struggle with using social media for value‐added NPS. Lost opportunities for value‐added NPS that were documented in this study include lack of engagement with the wider network, not sharing the role of spreading ideas and not making value‐added contributions. Implications for practice and policy Education scholars should use SNA as a tool to evaluate the level of value‐added NPS in the social media networks around areas of study they care about so that they can develop both personal and systemic plans for implementing value‐added NPS to create more dynamic learning spaces on these platforms. Institutions should investigate ways they can remove barriers and incentivize value‐added NPS. Innovations in the dissemination of scholarship should involve helping scholars to develop the skills needed for successful value‐added NPS.

Gaps in Achievement or Opportunity? How Achievement Gap Discourse Affects Teachers’ Beliefs and Priorities

Education scholars argue that the term “achievement gap” promotes deficit orientations toward certain students of color, focuses the field on individualistic rather than structural sources of inequality, and narrows viable policy solutions for equity concerns. Using a randomized survey, I examine whether the term “racial opportunity gap” mitigates critiques of the achievement gap term. I find that teachers responding to this language less strongly attributed the gap to individual characteristics—student motivation, student effort, and parenting—and more strongly prioritized incorporating students’ racial/ethnic and cultural identities into instruction to address the gap than teachers responding to “racial achievement gap” language.