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Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.

Purpose: The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach: This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings: The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value: This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.

Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.

Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our findings identify few, confusing definitions and little overt reference to AI as a research object. We delineated two Discourses. The Discourse of imperative change outlines how AI is seen as an inevitable change to which all must respond. Additionally, the Discourse of altering authority describes how texts position AI as decentring the teacher and spreading authority across staff, machines, corporations and students. Our analysis prompts a call for new research foci that attend to the social implications of AI, including tracing accountability in AI-mediated practices and exploring how AI influences learning and teaching relationships.

The proliferation of new video conferencing tools offers unique data generation opportunities for qualitative researchers. While in-person interviews were the mainstay of data generation in qualitative studies, video conferencing programs, such as Zoom Video Communications Inc. (Zoom), provide researchers with a cost-effective and convenient alternative to in-person interviews. The uses and advantages of face-to-face interviewing are well documented; however, utilizing video conferencing as a method of data generation has not been well examined. The purpose of this paper is to examine the specific attributes of Zoom that contribute to high quality and in-depth qualitative interviews when in person interviewing is not feasible. While video conferencing was developed to facilitate long-distance or international communication, enhance collaborations and reduce travel costs for business these same features can be extended to qualitative research interviews. Overall, participants reported that Zoom video conferencing was a positive experience. They identified strengths of this approach such as: (1) convenience and ease of use, (2) enhanced personal interface to discuss personal topics (e.g., parenting), (3) accessibility (i.e., phone, tablet, and computer), (4) time-saving with no travel requirements to participate in the research and therefore more time available for their family. Video conferencing software economically supports research aimed at large numbers of participants and diverse and geographically dispersed populations.

BACKGROUND: Today, the scope of dental activities is a broad range from the needs assessment for epidemiological studies to the implementation of comprehensive programs for the prevention of oral diseases at various levels of the society. This study aimed to identify and prioritize the need researches in the field of oral and dental health in a dental hospital in Tehran, Iran. METHODS: This applied research was a mixed methods study carried out in Tehran, Iran, in 2018. The data gathering tool included a data collection form used for reviewing the documents, a semi-structured interview, and an open questionnaire. MAXQDA 10.0, Expert Choice 11.0, and Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) software were used for analyzing the collected data. RESULTS: After analyzing the results of the qualitative phase, 171 research topics in 6 areas were obtained, including 44 topics in “dental clinical care and treatment,” 37 topics in “health and prevention,” 19 topics in “education and health promotion,” 37 topics in “management of dental care delivery,” 16 topics in “policy and its requirements,” and 18 topics in “dentistry materials, equipment and technologies.” CONCLUSION: According to the results, it can be recommended that the research resources should be allocated based on the priorities identified by the present study so that the studied hospital has the highest dynamic performance in achieving its goals and objectives.

The advent of online platforms such as Amazon's Mechanical Turk (MTurk) has expanded considerably researchers' options for collecting research data. Many researchers, however, express understandable skepticism of the viability of using platforms such as MTurk. In this article, we provide a background on the use of MTurk as a mechanism for collecting research data. We then review what is currently known about the advantages and issues associated with using MTurk and highlight important areas for future research. We conclude by discussing implications of the use of crowdsourcing platforms such as MTurk for education research.

Purpose Knowledge sharing contributes to the success of an organization in various ways. This paper aims to summarize the findings from past research on knowledge-sharing outcomes in organizations and to suggest promising directions for future research. Design/methodology/approach There was a conduction of a systematic literature review that consisted of three main phases: defining a review protocol, conducting the review and reporting the review. The thematic analysis was conducted on 61 studies, based on which a framework for understanding the impacts of knowledge sharing was developed. Findings Previous research has investigated knowledge-sharing outcomes at three levels: the individual, team and organization; specific impacts are summarized for each level. The most commonly studied factors affected by knowledge sharing are creativity, learning and performance. Knowledge sharing is also found to have some beyond-convention work-related impacts, such as those on team climate and employees’ life satisfaction. Research on the outcomes of knowledge sharing is dominated by quantitative studies, as we found only one qualitative study in this review. Based on the discussion of the results, promising avenues for further research were identified and a research agenda was proposed. More research on differential, psychological and negative impacts, as well as interactional and methodological aspects of knowledge-sharing, is suggested. Originality/value To date, no systematic review has been conducted on the impacts of knowledge-sharing. This paper makes an important contribution to knowledge-sharing research, as it consolidates previous research and identifies a number of useful research topics that can be explored to advance the field, as well as to establish the evidence-based importance of knowledge sharing.

Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR)projects are collective investigatio that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquines and represe a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline thefoundations of YPAR and examine the distinct epistemobgical, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studie and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contnbutions to thefield and the tensions and possibilities YPAR across disciplines, and close by proposing a YPAR cntical-epistemological framewo that centers youth and their communities, abngside practitioners, schokrs, and researchers, a knowledge producers and change agents for socialjustice.

Global concerns about the consequences of disasters, political violence, disease, malnutrition, maltreatment, and other threats to human development and well-being have sparked a surge of international interest in resilience science. This article highlights progress and issues in research that aims to understand variations in human adaptation to adverse experiences. Two key questions are considered: Why is a new wave of global research on resilience important for developmental science? and Why is developmental science important for global resilience? The conclusion calls for developmental scientists to engage in international efforts to promote resilience.