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\"Educational research encompasses different scientific cultures with different tools, practices, views, and languages, which frequently makes communication difficult. This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science, psychology, and various domain-specific instructional sciences can be successfully pursued by a co-operation between researchers and experienced school teachers. Each chapter aims at process-oriented rather than only outcome-oriented research. The contributors promote analyses from multiple perspectives and adopt different methodological approaches, ranging from field research to laboratory experiments. \"-- Provided by publisher.

This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers.

\"This book challenges the current thrust of neoliberalism and economic managerialism by unfolding a new vision of participatory action learning and action research (PALAR) as a philosophy, methodology, and theory of learning and the facilitation process. The focus is on professional learning conceived as being participatory, collaborative, holistic and transformative, particularly through critical reflection and an affective-socio-cognitive approach. In a unique new approach, Professional Learning in Higher Education and Communities adopts a novel integration of social science with neuroscience to explain the processes and significance of PALAR. This provides the basis for justifying PALAR as an effective way to collaboratively achieve positive change, sustainable development and social justice, based on human agency and democratic values, for the common good and thus a better world for all. This book itself is testament to the critical reflection and affective-socio-cognitive approach that it advocates\"-- Provided by publisher.

Care-Based Methodologies reimagines relationships between researchers and youth participants in school-based research. The book calls attention to care-based methodologies as essential to qualitative and ethnographic research in schools, particularly when participants are youth from nondominant communities. While researchers come to schools seeking to understand youths’ lived experiences and become implicated in the quotidian rhythms of their lives, it is rare that they receive training on how to navigate the complex interpersonal dynamics and relationships that take shape during long-term school research. How can researchers ensure that they care for the wellbeing of youth, not just the stories and data collected from them? How do researchers maneuver the various roles they may come to play in youth’s lives over the course of, and beyond, a study with care? What happens when scholars transgress the traditional power dynamics of researcher-participant relationships to walk with youth in their research?

\"The purpose of this unique book is to outline the core of game science by presenting principles underlying the design and use of games and simulations\"--Page 4 of cover.

This study explores the awareness of fake news and trust dynamics among University students on TikTok. Utilizing qualitative research through semi-structured interviews with University students in Vietnam, the findings reveal a generally acknowledged presence of fake news on TikTok, accompanied by varying levels of trust in the platform's content. Key factors influencing trust include content creator credibility, user engagement, and familiarity with creators. Beyond academic implications, this research offers practical insights into the digital literacy, information consumption habits, and susceptibility to fake news among university students. The study advocates for heightened digital literacy education, encouraging critical evaluation of online content, not only benefiting the university demographic but contributing to broader public awareness. In our research, we delve into the fascinating world of TikTok, one of the most popular social media platforms, to investigate the critical intersection of fake news awareness and trust among university student TikTok users. As misinformation proliferates online, understanding how young adults navigate and perceive information is paramount. This study investigates the unique dynamics within the TikTok community, shedding light on the susceptibility to false narratives and the factors influencing trust in news sources. By unraveling the complexities of fake news awareness in this context, we aim to empower users with insights that enhance their media literacy and resilience against misinformation. In an age where information shapes perceptions, this research contributes to fostering a more discerning and informed public, ultimately strengthening the foundations of trust in the digital age.

Noted for its comprehensive coverage, this greatly expanded new edition now covers the use of univariate and multivariate effect sizes. Many measures and estimators are reviewed along with their application, interpretation, and limitations. Noted for its practical approach, the book features numerous examples using real data for a variety of variables and designs, to help readers apply the material to their own data. Tips on the use of SPSS, SAS, R, and S-Plus are provided. The book's broad disciplinary appeal results from its inclusion of a variety of examples from psychology, medicine, education, and other social sciences. Special attention is paid to confidence intervals, the statistical assumptions of the methods, and robust estimators of effect sizes. The extensive reference section is appreciated by all. With more than 40% new material, highlights of the new editon include: three new multivariate chapters covering effect sizes for analysis of covariance, multiple regression/correlation, and multivariate analysis of variance more learning tools in each chapter including introductions, summaries, \"Tips and Pitfalls\" and more conceptual and computational questions more coverage of univariate effect sizes, confidence intervals, and effect sizes for repeated measures to reflect their increased use in research more software references for calculating effect sizes and their confidence intervals including SPSS, SAS, R, and S-Plus the data used in the book are now provided on the web along with new data and suggested calculations with IBM SPSS syntax for computational practice. Effect Sizes for Research covers standardized and unstandardized differences between means, correlational measures, strength of association, and parametric and nonparametric measures for between- and within-groups data. Intended as a resource for professionals, researchers, and advanced students in a variety of fields, this book is also an excellent supplement for advanced statistics courses in psychology, education, the social sciences, business, and medicine. A prerequisite of introductory statistics through factorial analysis of variance and chi-square is recommended. \"This book presents an excellent summary of the debate around the use of null hypothesis significance testing and includes a lot of examples and practical advice to researchers about the software and methods needed to report effect size. Coverage of different models is wide and much of the material will be highly relevant to psychologists working in many fields.\" - Chris Beeley, Senior Evaluation Manager, Institute of Mental Health, Nottingham, UK, in The Psychologist \"This book is the single-best, definitive treatment of effect sizes, and is best characterized by the following adjectives: comprehensive, contemporary, clear, concrete, accessible, practical, and well-organized.\" - Bruce Thompson, Texas A&M University and Baylor College of Medicine, USA \"This is THE essential guide to effect sizes and confidence intervals: authoritative yet accessible, detailed yet entirely practical. It needs to be close to the elbow of every serious researcher and graduate student.\" - Geoff Cumming, La Trobe University, Melbourne, Australia \"Effect sizes and associated confidence intervals are increasingly recognized as a more informative basis for inferences than p-values. This helpful book introduces a wide array of tools to enable researchers to fulfill this agenda.\" - Robert G. Newcombe, Cardiff University, UK \"This book provides accessible, comprehensive coverage of effect sizes and their interpretation. I have used the first edition as a required text for a course on interpretation of data and plan to continue to use it. Researchers, both novice and experienced, will also find the book to be a valuable reference.\" - Patricia A. Shewokis, Drexel University, USA \"A thousand copies of this book should be dropped from a low flying airplane over ... the 4,200 college and univeristy campuses in America. ... No ... quantitative professor, researcher, or student should be without this text. ... The writing style is clear ... and a pleasure to read. This book should be required reading for all graduate faculty, students, and workers in the field.\" - Shlomo Sawilowsky, Wayne State University, USA \"It is important for graduate students to understand effect size in multivariate statistics. ... The book presents a good theoretical background on the effect sizes for various statistical procedures and it is ... way ahead of other books. ... The authors write well... It [is] an excellent text on effect sizes. ... I would ... use the book in my course.\" - Aman Yadav, Purdue University, USA Robert J. Grissom is a Professor Emeritus and Adjunct Professor of Psychology at San Francisco State University and a Consultant in Statistics. He received his Ph.D. in Psychology from Princeton University. Co-founder of the Graduate Program in Psychological Research at San Francisco State, Dr. Grissom has written numerous chapters and articles on effect size methodology. John J. Kim is a Professor of Psychology at San Francisco State University. He received his Ph.D. from the Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology in 1993. The current Associate Vice President for Academic Resources at San Francisco State, Dr. Kim has written numerous chapters and articles on effect size methodology. 1. Introduction 2. Confidence Intervals for Comparing the Averages of Two Groups 3. The Standardized Difference Between Means 4. Correlational Effect Sizes and Related Topics 5. Parametric and Nonparametric Effect Size Measures that Go Beyond Comparing Two Averages 6. Effect Sizes for One-Way ANOVA and Nonparametric Approaches 7. Effect Sizes for Factorial Designs 8. Effect Sizes for Categorical Variables 9. Effect Sizes for Ordinal Categorical Dependent Variables (Rating Scales) 10. Effect Sizes for Multiple Regression/Correlation 11. Effect Sizes for Analysis of Covariance 12. Effect Sizes for Multivariate Analysis of Variance

Blockchain technology (BT) has the potential to transform a number of industries, including education. This bibliometric study examines the state of the field of research in education regarding blockchain, highlighting key developments, influential publications and emerging themes. The study uses a comprehensive dataset from Web of Science and Scopus to examine important trends, prominent writers, organizations, publications and cooperative networks to identify critical areas, including credential verification, academic record management and decentralized learning platforms, where blockchain offers unexplored opportunities. By analyzing 134 articles, we uncover a growing interest in blockchain’s applications within the education sector, with research clustered around technology, strategy, finance, broader implications and educational transformation. This study provides a roadmap for future research. The implications provide useful insights for policymakers, educators, and developers of technology. This study draws attention to the potential of blockchain to redefine educational paradigms by bridging technological innovation with pedagogical needs, and invites stakeholders to take part in shaping its transformative journey. However, limitations include data bias and the absence of temporal analysis. Future research should explore ethical and practical challenges, assess blockchain’s impact on education and contribute to a deeper understanding of its role in higher education.

This paper addresses the growing popularity of thematic analysis (TA) in education research and the lack of a comprehensive guide tailored specifically for this field. Despite the frequent citation of prominent psychologists like Braun and Clarke, there remains a gap in methodological guidance for education scholars. Through a systematic literature review of TA in education from 2014 to 2024 (n = 30 articles), this study synthesises and critiques the meaning, application and limitations of TA as discussed in relevant scholarship. The findings are used to develop a much-needed revised TA guide for researchers specifically in the field of education, highlighting the significance of this study for research practice.

Recognised as the most influential publication in the field, ARM facilitates deep understanding of the Rasch model and its practical applications. The authors review the crucial properties of the model and demonstrate its use with examples across the human sciences. Readers will be able to understand and critically evaluate Rasch measurement research, perform their own Rasch analyses and interpret their results. The glossary and illustrations support that understanding, and the accessible approach means that it is ideal for readers without a mathematical background. Intended as a text for graduate courses in measurement, item response theory, (advanced) research methods or quantitative analysis taught in psychology, education, human development, business and other social and health sciences. Professionals in these areas will also appreciate the book’s accessible introduction. Highlights of the new edition include: More learning tools to strengthen readers’ understanding including chapter introductions, boldfaced key terms, chapter summaries, activities and suggested readings. Greater emphasis on the use of R packages; readers can download the R code from the Routledge website. Explores the distinction between numerical values, quantity and units, to understand the measurement and the role of the Rasch logit scale (Chapter 4). A new four-option data set from the IASQ (Instrumental Attitude toward Self-assessment Questionnaire) for the Rating Scale Model (RSM) analysis exemplar (Chapter 6). Clarifies the relationship between Rasch measurement, path analysis and SEM, with a host of new examples of Rasch measurement applied across health sciences, education and psychology (Chapter 10).