Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...]
{"title":"Active Learning Pedagogies in High School and Undergraduate STEM Education","authors":"Rea Lavi, Lykke Brogaard Bertel","doi":"10.3390/educsci14091011","DOIUrl":"https://doi.org/10.3390/educsci14091011","url":null,"abstract":"Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...]","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"187 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda.
{"title":"Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature","authors":"Roberta Linder, Francine Falk-Ross","doi":"10.3390/educsci14091010","DOIUrl":"https://doi.org/10.3390/educsci14091010","url":null,"abstract":"With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"117 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre-service teachers possessed high levels of teacherpreneur competency, with Pedagogical Competency scoring the highest and Personality Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.
{"title":"Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale","authors":"Dihui Liu, Sukanya Chaemchoy, Pruet Siribanpitak","doi":"10.3390/educsci14091005","DOIUrl":"https://doi.org/10.3390/educsci14091005","url":null,"abstract":"This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre-service teachers possessed high levels of teacherpreneur competency, with Pedagogical Competency scoring the highest and Personality Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed
A lack of representation of diverse families in children’s books can affirm insecurities and contribute to a sense of “otherness”. This study reports on the representation of family diversity in award-listed Australian children’s picture books. A critical theoretical framework was employed to analyse both texts and images. This study found a lack of diverse family structures in children’s books, especially LGBTIQA+, foster, step and blended families. This paper argues that to ensure inclusive and equitable literacy learning opportunities for all, educators need to go beyond award-listed books when selecting books for early literacy environments.
{"title":"Where Are the Diverse Families in Australian Children’s Literature? Impacts and Consideration for Language and Literacy in the Early Years","authors":"Helen Adam, Sally Murphy, Yvonne Urquhart, Katira Ahmed","doi":"10.3390/educsci14091006","DOIUrl":"https://doi.org/10.3390/educsci14091006","url":null,"abstract":"A lack of representation of diverse families in children’s books can affirm insecurities and contribute to a sense of “otherness”. This study reports on the representation of family diversity in award-listed Australian children’s picture books. A critical theoretical framework was employed to analyse both texts and images. This study found a lack of diverse family structures in children’s books, especially LGBTIQA+, foster, step and blended families. This paper argues that to ensure inclusive and equitable literacy learning opportunities for all, educators need to go beyond award-listed books when selecting books for early literacy environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"41 4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marisol Galdames-Calderón, Anni Stavnskær Pedersen, David Rodriguez-Gomez
In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.
{"title":"Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education","authors":"Marisol Galdames-Calderón, Anni Stavnskær Pedersen, David Rodriguez-Gomez","doi":"10.3390/educsci14091008","DOIUrl":"https://doi.org/10.3390/educsci14091008","url":null,"abstract":"In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares, Carlos Alario-Hoyos
This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups.
{"title":"Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention","authors":"Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares, Carlos Alario-Hoyos","doi":"10.3390/educsci14091009","DOIUrl":"https://doi.org/10.3390/educsci14091009","url":null,"abstract":"This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"3 2 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Simón Gil Tévar, Jose Javier Hueso Romero, Javier Gil Quintana, Eduardo García Blazquez
This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative and descriptive methods. These results present a multifaceted analysis of scientific production, evaluating historical development, the productivity of countries and institutions, authors’ productivity, and sources’ productivity. The study indicates that scientific production has grown exponentially in the last decade; this coincides with the emergence of video-on-demand platforms, multiscreen consumption, and equality policies. The conclusions must emphasize the significant role played by fiction series and film productions as socializing agents and their educational potential.
{"title":"Coeducation in Serial and Cinematographic Formats: Bibliometric Analysis on Web of Science (1986–2023)","authors":"Simón Gil Tévar, Jose Javier Hueso Romero, Javier Gil Quintana, Eduardo García Blazquez","doi":"10.3390/educsci14091007","DOIUrl":"https://doi.org/10.3390/educsci14091007","url":null,"abstract":"This study quantitatively examines the coeducation of television series and films between 1986 and 2023. This analysis has been facilitated by applying bibliometric analysis to scientific production using a relevant Web of Science (WoS) database. Analyses of 190 documents were conducted using quantitative and descriptive methods. These results present a multifaceted analysis of scientific production, evaluating historical development, the productivity of countries and institutions, authors’ productivity, and sources’ productivity. The study indicates that scientific production has grown exponentially in the last decade; this coincides with the emergence of video-on-demand platforms, multiscreen consumption, and equality policies. The conclusions must emphasize the significant role played by fiction series and film productions as socializing agents and their educational potential.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alba Rusillo-Magdaleno, Manuel J. De la Torre-Cruz, Alberto Ruiz-Ariza, Sara Suárez-Manzano
The increase in cases of bullying and cyberbullying has raised concerns about its impact on the mental health of young people, particularly its relationship with test anxiety, underscoring the need to delve deeper into this issue. Therefore, the aim of this study was to examine whether suffering and perpetrating aggressive acts (bullying and cyberbullying) are related to different dimensions of test anxiety. A total of 912 Spanish students (girls 52.7%) aged between 10 and 16 years (13.43 ± 1.73) participated in this study. The European Bullying Intervention Project Questionnaire, the European Cyberbullying Intervention Project Questionnaire, and the Test Anxiety Questionnaire (CAEX-A) were used. The association between test anxiety and bullying/cyberbullying (as victims and aggressors) was calculated via analysis of covariance (ANCOVA) and binary logistic regression. All analyses were performed separately for boys and girls and adjusted for age, body mass index, maternal educational level, and academic performance. Students in bullying or cyberbullying contexts achieved significantly higher values in practically all anxiety factors analyzed (p < 0.05), especially in cognitive responses: 33.14% and 22.56% for bullying and cyberbullying victims, respectively, and 22.56% and 23.9% for aggressors. Victims of cyberbullying harassment had a high risk (OR: 8.311) of suffering diarrhoea, palpitations, chest tightness, nausea and fainting during exams, as well as avoidance behaviors (OR: 5.106) (both p < 0.001). The results, disaggregated by gender, showed that the relationship between feeling bullied in face-to-face interactions and experiencing test anxiety was only evident for girls, which seems to place them in a more vulnerable situation. Female victimization, although less frequent, could have lasting and harmful consequences. These findings highlight the need not only to implement intervention strategies in the school setting aimed at preventing and reducing bullying and cyberbullying but also to address anxiety and its physical and cognitive manifestations in both victims and aggressors.
{"title":"Association of High Levels of Bullying and Cyberbullying with Test Anxiety in Boys and Girls Aged 10 to 16 Years","authors":"Alba Rusillo-Magdaleno, Manuel J. De la Torre-Cruz, Alberto Ruiz-Ariza, Sara Suárez-Manzano","doi":"10.3390/educsci14090999","DOIUrl":"https://doi.org/10.3390/educsci14090999","url":null,"abstract":"The increase in cases of bullying and cyberbullying has raised concerns about its impact on the mental health of young people, particularly its relationship with test anxiety, underscoring the need to delve deeper into this issue. Therefore, the aim of this study was to examine whether suffering and perpetrating aggressive acts (bullying and cyberbullying) are related to different dimensions of test anxiety. A total of 912 Spanish students (girls 52.7%) aged between 10 and 16 years (13.43 ± 1.73) participated in this study. The European Bullying Intervention Project Questionnaire, the European Cyberbullying Intervention Project Questionnaire, and the Test Anxiety Questionnaire (CAEX-A) were used. The association between test anxiety and bullying/cyberbullying (as victims and aggressors) was calculated via analysis of covariance (ANCOVA) and binary logistic regression. All analyses were performed separately for boys and girls and adjusted for age, body mass index, maternal educational level, and academic performance. Students in bullying or cyberbullying contexts achieved significantly higher values in practically all anxiety factors analyzed (p < 0.05), especially in cognitive responses: 33.14% and 22.56% for bullying and cyberbullying victims, respectively, and 22.56% and 23.9% for aggressors. Victims of cyberbullying harassment had a high risk (OR: 8.311) of suffering diarrhoea, palpitations, chest tightness, nausea and fainting during exams, as well as avoidance behaviors (OR: 5.106) (both p < 0.001). The results, disaggregated by gender, showed that the relationship between feeling bullied in face-to-face interactions and experiencing test anxiety was only evident for girls, which seems to place them in a more vulnerable situation. Female victimization, although less frequent, could have lasting and harmful consequences. These findings highlight the need not only to implement intervention strategies in the school setting aimed at preventing and reducing bullying and cyberbullying but also to address anxiety and its physical and cognitive manifestations in both victims and aggressors.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher career trajectory studies have identified a small group of positive veteran teachers who have maintained an ongoing enthusiasm for and commitment to teaching. Research into teacher career trajectory frameworks suggests that comfort in the role remains a core tenet in supporting their sense of professional identity. While studies have identified this, there is little research into the subtleties of this tenet and how this helps these positive veteran teachers remain committed to teaching. This article reports on the qualitative findings about comfort in the role in sustaining positive veteran teachers’ commitment to teaching. Further, the article points to key support measures accessed by these teachers to maintain this commitment. The ability to identify what comprises comfort in the role may encourage curriculum organisations and executive school leadership to retain and capitalise on the skills of their positive veteran teachers. This research seeks to examine an important teacher education perspective that provides valuable examples for beginning and early career teachers of practical mechanisms for positive coping mechanisms and maintaining comfort in the role in the longer term in a dynamic and demanding profession.
{"title":"Comfort in the Role: The Core of Positive Veteran Teachers","authors":"Sarah Jefferson, Christina Gray, Geoffrey Lowe","doi":"10.3390/educsci14090998","DOIUrl":"https://doi.org/10.3390/educsci14090998","url":null,"abstract":"Teacher career trajectory studies have identified a small group of positive veteran teachers who have maintained an ongoing enthusiasm for and commitment to teaching. Research into teacher career trajectory frameworks suggests that comfort in the role remains a core tenet in supporting their sense of professional identity. While studies have identified this, there is little research into the subtleties of this tenet and how this helps these positive veteran teachers remain committed to teaching. This article reports on the qualitative findings about comfort in the role in sustaining positive veteran teachers’ commitment to teaching. Further, the article points to key support measures accessed by these teachers to maintain this commitment. The ability to identify what comprises comfort in the role may encourage curriculum organisations and executive school leadership to retain and capitalise on the skills of their positive veteran teachers. This research seeks to examine an important teacher education perspective that provides valuable examples for beginning and early career teachers of practical mechanisms for positive coping mechanisms and maintaining comfort in the role in the longer term in a dynamic and demanding profession.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of practitioner agency, collaboration and sociocultural norms in research-use, but we lack theoretical insights into how these play out in practitioners’ research-use. Moreover, the risks involved are rarely addressed. This study contributes to developing intermediate theory about the mechanisms influencing practitioners’ success at using research to develop new practices in education and healthcare. It develops a novel methodological approach, utilising the dialogic difference-within-similarity method, to enable the analysis and synthesis of findings from five close-to-practice studies of research-use in education and healthcare settings in order to generate conceptual insights into the mechanisms at play when practitioners use research to change practice. It finds that four key mechanisms function in a paradoxical manner to hinder research-use, theorising these as the paradoxes of agency, people, norms and risk. I conclude by proposing a conceptual model for overcoming these paradoxes to facilitate research-use at scale.
{"title":"The Four Paradoxes That Stop Practitioners from Using Research to Change Professional Practice and How to Overcome Them","authors":"Riikka Hofmann","doi":"10.3390/educsci14090996","DOIUrl":"https://doi.org/10.3390/educsci14090996","url":null,"abstract":"This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of practitioner agency, collaboration and sociocultural norms in research-use, but we lack theoretical insights into how these play out in practitioners’ research-use. Moreover, the risks involved are rarely addressed. This study contributes to developing intermediate theory about the mechanisms influencing practitioners’ success at using research to develop new practices in education and healthcare. It develops a novel methodological approach, utilising the dialogic difference-within-similarity method, to enable the analysis and synthesis of findings from five close-to-practice studies of research-use in education and healthcare settings in order to generate conceptual insights into the mechanisms at play when practitioners use research to change practice. It finds that four key mechanisms function in a paradoxical manner to hinder research-use, theorising these as the paradoxes of agency, people, norms and risk. I conclude by proposing a conceptual model for overcoming these paradoxes to facilitate research-use at scale.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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