How to form shared objects to enhance university-school collaboration? A cultural-historical activity theory perspective.

Introduction: University-school (U-S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U-S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named "experimental object," which highlights the significance of experimentation in U-S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U-S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U-S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.

Analysis of approved dental teaching projects in the teaching practice research program in 8 dental schools of Taiwan from 2018 to 2023.

Background/purpose: The teaching practice research program was initiated by Taiwan's Ministry of Education in 2018 to improve medical teaching quality. This study analyzed dental teaching projects conducted under this program from 2018 to 2023. Materials and methods: Data of submitted and approved medical (including dental) teaching projects from 2018 to 2023 were obtained from the annual reports released by the program committee. The annual passing rates were calculated by dividing the number of approved dental teaching projects by the total number of approved medical teaching projects in the category of medical and healthcare sciences in a particular year. The 24 approved dental teaching projects were reviewed, classified into different topics in the dental field, and then reported. Results: There were 24 approved dental teaching projects out of a total of 822 approved medical teaching projects from 2018 to 2023. The annual passing rates increased gradually from 2018 (1.4 %) to 2022 (3.9 %) and 2023 (3.8 %) with an overall mean passing rate of 2.9 % over a period of 6 years. Of the 24 approved dental teaching projects, digital dentistry was the most common teaching research topic (9 projects), followed by new teaching models (7 projects), 3D technology (3 projects), endodontics (3 projects), dental histology (one project), and evidence-based method (one project). Conclusion: Digital dentistry and new teaching models were the two predominant dental teaching research topics, suggesting that both are the modern trends in the dental education. However, the dental teaching research projects are still very limited in 8 Taiwanese dental schools.

The impact of teaching-research conflict on turnover intention: cross-level interaction effect of justice climate.

Introduction: Research-based on the Job Demands-Resources theory (JD-R theory) has revealed a close relationship between teaching-research conflict and job burnout. However, there needs to be more investigation into the complex relationship between teaching-research conflict and turnover intentions from the perspective of this theory. To address these gaps, this study, grounded in the JD-R theory, explores the relationships among teaching-research conflict, career adaptability, justice climate, job burnout, and turnover intention. Methods: Data collected through an online survey involving 858 Chinese university teachers, and the analysis utilized a Multilevel Structural Equation Model (MSEM) with Maximum Likelihood (ML) estimation. Results: The findings reveal that job burnout mediates the relationship between teaching-research conflict and turnover intention. Career adaptability plays a moderating role in the connection between job burnout and turnover intention. Furthermore, justice climate exhibits a cross-level interaction effect concerning the relationship between teaching-research conflict and turnover intention. Discussion: These findings offer innovative strategies for mitigating and preventing faculty turnover intention.

Research or teaching? That is the problem: A narrative inquiry into a Chinese college English teacher's cognitive development in the teaching-research nexus.

This narrative inquiry traces a Chinese college English teacher's cognitive transformation in the teaching-research nexus over a 4-year time period from the perspective of sociocultural theory (SCT). Several stories were narrated based on the data from reflective journals, literature reading notes, and interaction notes to show how the participant walked out of the teaching-research contradiction and finally achieved professional development. The findings indicate that the college English teacher's perception of the research-teaching nexus developed when she actively exercised her agency to take part in social interactions in a supportive sociocultural environment with the regulation of appropriate mediational tools. The conceptual progress in the research-teaching nexus finally contributed to her professional development in both teaching and research. The findings of this study have implications for non-key universities and their academics on how to effectively promote teaching-research integration.

Teachers' learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai.

Due to the COVID-19 pandemic in Shanghai, China, all school classes were delivered through an online environment from February 24 to May 22, 2020. To support this transition, the Shanghai Education Commission led expert teachers and specialists to develop a series of online video lessons based on the Shanghai unified curriculum, and suggested students watch the online video lessons individually from home, followed by an online synchronous lesson supported by class teachers. This study investigated what primary mathematics teachers learned from addressing these challenges through a case study. By following two purposefully selected teachers over 2 weeks during the transition, multiple data sets including online video lessons, online synchronous lessons, daily reflections, and post-online teacher interviews were collected. A fine-grained analysis of the data from the lens of the documentational approach to didactics found that teachers adaptively used online video lessons as important resources for their online synchronous lessons and virtual Teaching Research Groups as a teachers' collaboration mechanism supported them to develop online video lessons and address various technological constraints. Finally, implications of this case study for mathematics education globally are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s10649-022-10172-2.

Teaching research group leaders' perceptions of their engagement in curriculum leadership.

Understanding how teacher leaders are engaged in curriculum affairs is critical with the implementation of instructional decentralization. The current study adopts a qualitative approach to investigate Teaching Research Group (TRG) leaders' involvement in curriculum leadership (CL) in the Chinese context. It explores the conceptions of TRG leaders by interviewing 20 of them, observing four meetings held by TRG leaders, and collecting 10 extracts from appraisal summaries of TRG leaders in secondary schools in China. Drawing on the findings, this paper examines the characteristics of TRG leader's engagement in CL. More importantly, data highlighted significant problems the participants perceived and faced in their work as TRG leaders, which consisted of amplifying the necessity for empowering TRG leaders and identifying the phenomenon that said leaders are less empowered and less motivated to undertake the CL role. The results add to the international body of knowledge on the teachers' engagement in CL.

Complex skills are required for new primary health care researchers: a training program responds.

BACKGROUND: Current dimensions of the primary health care research (PHC) context, including the need for contextualized research methods to address complex questions, and the co-creation of knowledge through partnerships with stakeholders - require PHC researchers to have a comprehensive set of skills for engaging effectively in high impact research. MAIN BODY: In 2002 we developed a unique program to respond to these needs - Transdisciplinary Understanding and Training on Research - Primary Health Care (TUTOR-PHC). The program's goals are to train a cadre of PHC researchers, clinicians, and decision makers in interdisciplinary research to aid them in tackling current and future challenges in PHC and in leading collaborative interdisciplinary research teams. Seven essential educational approaches employed by TUTOR-PHC are described, as well as the principles underlying the curriculum. This program is unique because of its pan-Canadian nature, longevity, and the multiplicity of disciplines represented. Program evaluation results indicate: 1) overall program experiences are very positive; 2) TUTOR-PHC increases trainee interdisciplinary research understanding and activity; and 3) this training assists in developing their interdisciplinary research careers. Taken together, the structure of the program, its content, educational approaches, and principles, represent a complex whole. This complexity parallels that of the PHC research context - a context that requires researchers who are able to respond to multiple challenges. CONCLUSION: We present this description of ways to teach and learn the advanced complex skills necessary for successful PHC researchers with a view to supporting the potential uptake of program components in other settings.

How academic sabbaticals are used and how they contribute to research - a small-scale study of the University of Cambridge using interviews and analysis of administrative data.

Background: Academic sabbaticals are seen as an important aspect of academic life and require considerable resources, however, little research has been done into how they are used and whether their effects can be measured. We explored these issues at the University of Cambridge. Methods: A mixed method approach including 24 interviews with academics, eight interviews with administrators; alongside analysis of administrative and publication data between 2010 and 2019. Results: Academics underline the importance of sabbaticals in providing uninterrupted time for research that is used to think, explore new ideas, master new techniques, develop new collaborations, draw together previous work, set work in a wider context, and provide personal discretion in research direction. They also highlight sabbaticals' contributions in allowing the beneficial effects of combining teaching and research, while mitigating some of the disadvantages. However, it is difficult to detect the effect of sabbaticals on publications using a time series approach. Conclusions: Sabbaticals provide manifold contributions to academic research at the University of Cambridge; however, detecting and quantifying this contribution, and extending these findings requires wider and more detailed investigation.

The Records and Successes of Biochemistry Teaching Reform (1985 ~ 2021) in China: A Systematic Analysis Based on NVivo 11 Plus Software / 中国生物化学与分子生物学报

The curriculum is the core element for talent cultivation that produces most direct, central andtangible benefits for college students. And biochemistry is an important core curriculum of bioscience. It ispractical to clarify the changes in biochemistry teaching research in China. In the present study, 5 871literatures on biochemistry teaching research were collected since 1985. The literatures were divided intofour stages according to the main educational policy and strategy documents as: 1985 ~ 2006, 2007 ~ 2012, 2013 ~ 2016 and 2017 ~ 2021. The title and keywords were analyzed by the software of NVivo 11Plus. The results from the correlation analysis showed that the development of biochemistry teachingreform was adapted to the strategy of the national education development. The studies for biochemistryteaching research were further grouped into education strategy, education subject, education object andeducation assessment through coding and objective analysis based on grounded theories. The connotationof student-centered biochemistry education research was elaborated in detail. Multiple teaching methodssuch as structural thinking, problem-based learning, team-based learning, blended learning and online-offline learning should be integrated. New teaching techniques such as multimedia, virtual simulation andinternet should be converged. Curriculum ideological and political courses should be explored and appliedthroughout the biochemistry education. This study is helpful to promote the comprehensive development ofbiochemistry education in China from the perspectives of strengthening learning ability, paying attentionto the learning effect, and promoting the students' development.

Identification and comparison of France to other countries of the teaching of research to nursing students: Results of an international survey of nursing educator.

PURPOSE: Registered nurses must have a level of scientific literacy to be able to interpret research data and access Scientific's knowledge. Several studies have been conducted to explore barriers and levers to the dissemination of nurse's knowledge; however, the scientific literacy that nursing students acquire has not been studied. OBJECTIVE: The aim was to examine and compare the way that research is taught to undergraduate nursing students in France and other countries. DESIGN: Cross-sectional, Internet survey. SETTINGS: Universities providing undergraduate nursing programs around the world. PARTICIPANTS: Nurses educators. METHODS: Schools of nursing and universities were contacted by mail, through social networks and with the help of national or international nursing organizations. Respondents provided demographic data on schools and faculties of nursing, the teaching of scientific databases, Reading Critical Analysis and the teaching of scientific English. Information on the transmission of articles and access to scientific knowledge by students through the institution were also requested. FINDINGS: A total of 245 nursing schools/universities participated. Most respondents were educational research referees (52.2%), worked in a public institution (85.7%) and were in the nursing program leading to a bachelor's degree (74.3%). Databases were taught at 56.8%, Critical Reading of Articles at 70.1%, scientific English at 60.6% of nursing schools or universities. Articles were provided to students at 89.6% of institution and students had access to data through the institution in 66.1% of nursing schools or universities. Several significant differences were found between French schools of nursing and nursing schools/universities in other countries. CONCLUSIONS: Our results show that most schools or universities of nursing teach the three majors' components to promote, provide articles to students and give access to scientific knowledge. However, there is wide heterogeneity between countries. There is a need to standardize research education for nursing students worldwide to promote the development of scientific literacy skills.

Eyes on the enterprise: problematising the concept of a teaching-research nexus in UK higher education.

Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise the changes over time that shape the ways teaching and research are practised. Two hundred seven academic staff in the Humanities and Social Sciences were surveyed in 10 universities in England and Wales; the universities were identified as having strength in teaching, research, or in both. Along with analysis of interviews with senior managers at these universities, findings suggest that systemic forces which separate teaching and research are evident in institutional contexts with implications for the idea of a nexus. While the nexus may exist in theory, in practice, we argue that teaching and research can be pulled in different directions by institutional priorities. Furthermore, in institutions which adopt an enterprise ideology, there are signs of a nascent nexus emerging between research and innovation.

[Development of the virtual simulation experiments for Microbial Engineering and perspectives on its shared application].

Microbial Engineering is a practical and applied course, it is therefore an indispensable part of teaching to let the students practice in the production line of an enterprise. However, lack of internship resources has always been a bottleneck hampering the high-level internship training during teaching the Microbial Engineering course. A virtual production line developed based on information technology enables students to learn the theoretical knowledge of the complex production system. Moreover, it enables students to perform complex virtual operations, thereby improving students' practicing and innovation abilities. In order to let the virtual simulation experiments project play a great role in undergraduate teaching, this article summarizes the progress, characteristics, and value of the virtual simulation experiments for Microbial Engineering. In addition, the main challenges that limit its shared application are also discussed, with potential solutions prospected.

The Development of Transformative Agency of Teachers in Teaching Research Activities in China.

Teaching research activities (TRA) in China are practical and reflective research of teachers on teaching. These required activities are meant to ensure quality education and facilitate the professional development of teachers. However, in TRA, teachers encounter many challenges such as low efficiency and weak team collaboration. These problems make it hard to achieve the expected outcomes. W Primary School reformed its activities using Change Laboratory, a formative intervention approach to workplace learning and development based on activity theory. The data collected included seven recorded meetings in the Change Laboratory. The conversations in the meetings were then transcribed into texts. A deductive method of content analysis was used to code the data, focusing on categorizing comments of teachers about the transformative agency. The findings showed the following: (1) There were five types of transformative agencies, namely, resisting, criticizing, explicating, envisioning, and committing to actions. Resisting and criticizing were represented less frequently, and taking action did not emerge as a type of transformative agency. (2) The comments about transformative agency about tools were more frequent than comments about other elements in the activity system. (3) There were some differences in the expression of transformative agency across participants. At the end of this study, the implications for the development of TRA are discussed.

Development of the virtual simulation experiments for Microbial Engineering and perspectives on its shared application / 生物工程学报

Microbial Engineering is a practical and applied course, it is therefore an indispensable part of teaching to let the students practice in the production line of an enterprise. However, lack of internship resources has always been a bottleneck hampering the high-level internship training during teaching the Microbial Engineering course. A virtual production line developed based on information technology enables students to learn the theoretical knowledge of the complex production system. Moreover, it enables students to perform complex virtual operations, thereby improving students' practicing and innovation abilities. In order to let the virtual simulation experiments project play a great role in undergraduate teaching, this article summarizes the progress, characteristics, and value of the virtual simulation experiments for Microbial Engineering. In addition, the main challenges that limit its shared application are also discussed, with potential solutions prospected.

Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning.

Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computer-aided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

Brain computer interface based applications for training and rehabilitation of students with neurodevelopmental disorders. A literature review.

The aim of this article is to explore a paradigm shift on Brain Computer Interface (BCI) research, as well as on intervention best practices for training and rehabilitation of students with neurodevelopmental disorders. Recent studies indicate that BCI devices have positive impact on students' attention skills and working memory as well as on other skills, such as visuospatial, social, imaginative and emotional abilities. BCI applications aim to emulate humans' brain and address the appropriate understanding for each student's neurodevelopmental disorders. Studies conducted to provide knowledge about BCI-based intervention applications regarding memory, attention, visuospatial, learning, collaboration, and communication, social, creative and emotional skills are highlighted. Only non-invasive BCI type of applications are being investigated based upon representative, non-exhaustive and state-of-the-art studies within the field. This article examines the progress of BCI research so far, while different BCI paradigms are investigated. BCI-based applications could successfully regulate students' cognitive abilities when used for their training and rehabilitation. Future directions to investigate BCI-based applications for training and rehabilitation of students with neurodevelopmental disorders concerning the different populations involved are discussed.

Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display.

Virtual reality environments (VLEs) such as 360° videos have been introduced as educational tools over the last few years, although the pedagogical value of these media has not been widely examined, especially in the context of craft skill learning. Moreover, emotions and competences have a great impact on the usability and adoption of ICT - and on learning. In this paper, mixed-method strategies were used to address these pedagogical and emotional needs in the context of craft learning and 360° VLE. Furthermore, a quasi-experimental design was used to compare learning outcomes of 360° VLE and traditional groups. Findings based on quantitative analysis suggest that negative or positive ICT-attitude did not affect how students experienced traditional or 360° lessons emotionally. However, ICT- and craft-competences had significant correlations with the described emotions. No significant differences in terms of learning outcomes were observed between the traditional and 360° teaching methods. According to the thematic analysis of the interviews, the 1st-person-view 360° VLE could be used for basic skill observation and visualization to support traditional hands-on learning. Moreover, a head-mounted display was considered to help with focusing on the demonstration. However, more interaction with the interface and opportunities for direct interaction with the instructor were seen as necessary in 360° VLEs for skill learning in the future.

K-12 art teacher technology use and preparation.

Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.

Using artificial intelligence methods to assess academic achievement in public high schools of a European Union country.

Understanding academic achievement (AA) is one of the most global challenges, as there is evidence that it is deeply intertwined with economic development, employment, and countries' wellbeing. However, the research conducted on this topic grounds in traditional (statistical) methods employed in survey (sample) data. This paper presents a novel approach, using state-of-the-art artificial intelligence (AI) techniques to predict the academic achievement of virtually every public high school student in Portugal, i.e., 110,627 students in the academic year of 2014/2015. Different AI and non-AI methods are developed and compared in terms of performance. Moreover, important insights to policymakers are addressed.

Teachers' burnout: A SEM analysis in an Asian context.

Researchers in educational psychology have researched Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as two main predictors predicting burnout. Guided by a model developed by Zhu, Liu, Fu, Yang, Zhang & Shi (2018), the researchers aimed at building a model involving TSC, TE, and three components of burnout; Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA) through Structural Equation Modeling (SEM). The researchers investigated predicting factors of burnout by reporting TSC and TE that might directly affect the components and examine the probability of TE to become a mediator of the correlation between TSC and burnout. This research also examined whether the difference emerges constantly among demographic information (gender and teaching experience) regarding all involved variables. A sample of 876 teachers across three Indonesian provinces completed a printed form of questionnaires. Some statistical procedures namely Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM), and t-test were conducted. Findings informed that the model is valid and reliable. TSC could directly affect EE, DE, and RPA, as well as indirectly influence them mediated by TE. Besides, TE is also reported to have significant relationships with EE, DE, and RPA. No significant differences in terms of age and teaching experiences emerge, except for EE.