Background
One emerging approach to diversity and inclusion in engineering is to take an assets‐based view of what students from nondominant communities bring to their education and work experiences.
...Purpose/Hypothesis
The purpose of this review is to understand how community cultural wealth (CCW), an assets‐based framework, has been applied in science, technology, engineering, and mathematics (STEM) education research. We address research questions focused on (a) the characteristics of studies using CCW in STEM education, (b) examples of the six types of capital (aspirational, linguistic, familial, navigational, social, and resistant) in STEM educational settings, and (c) gaps and opportunities in how CCW is being applied in STEM education.
Design/Method
We identified 33 dissertations, theses, journal articles, and conference papers using systematic review procedures. To qualify, each study must present empirical data and include at least one type of CCW capital in its results or discussion. We coded study characteristics, such as methods, participant populations, and research setting. We qualitatively analyzed each of the six types of CCW capital.
Results
Studies tended to focus on higher education settings, engineering, and qualitative methods, particularly student interviews. We identified several specific engineering‐relevant examples of assets for each type of capital. Future work should collect data from faculty, staff, and family members identified in several studies as important to CCW in addition to foregrounding student voices.
Conclusions
In synthesizing existing studies, this review provides insight into how an assets‐based framework is being interpreted and provides a foundation for more assets‐based perspectives in future engineering education work.
With the massification of higher degrees, the efficiency gaze has fixed on students and supervisors, or on their relationship, as the 'problem' to be managed, in need of administrative regulation, ...skill improvement or perhaps emotional management. This critical review of a selection of higher education journal articles on doctoral supervision published in the past 20 years within the UK, Australia, Sweden and the Netherlands aims to summarise what we have learnt about 'the problem of supervision' to date, and to suggest possible ways forward in light of this within the changing doctoral education climate. The review observes four distinct conceptual frames that prescribe how research education is thought in these contexts, each taking in a specific understanding of what constitutes 'good supervision', with implicit relations drawn between academics, doctoral candidates, academic developers and government. The review highlights the importance of the challenge mounted to the conception of supervisors as distant masters with sole responsibility for research outcomes. At the same time, the article argues that a de-contextualised, psychological lens dominates educational thought about research education and innovation, pointing to the need for a greater emphasis on content and context learning within future research and practice around doctoral education.
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to ...improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K-12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students' academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
"Doing Qualitative Research in Education Settings, Second Edition" is a methods book that speaks directly to qualitative researchers in the field of education, providing a step-by-step guide to the ...development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data and demonstrating real analyses, are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection and analysis, to writing the final draft. Recommendations for publishing qualitative work are included. New to the second edition are a comprehensive updating of citations and references, new sections addressing the impact of computer-mediated communication (especially as related to data collection and analysis), an overview of the recent history of qualitative research, and an overall refresh that acknowledges the many changes that have occurred in society and academe since the original publication.
One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported ...collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidencefor their substantial contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peerreviewed journal articles and doctoral dissertations written over a 16-year period (2000-2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL.
The purpose of this mixed methods study was to investigate the experiences of practitioner-scholars as they conducted their dissertations amidst the COVID-19 pandemic; the methodology utilized ...surveys at four time points across a 1-year span. Findings indicated increased impacts as the pandemic progressed, as well as both negative and positive pandemic impacts related to flow, as measured by the Work-Related Flow Inventory (WOLF). These impacts largely depended on the doctoral students’ personal and work life situations, indicating a need for doctoral programs to provide individualized support as students progress through their dissertation journeys, particularly during times of crisis.
Intimate partner violence (IPV) victimization is a serious public health problem in the world. It is imperative to examine risk factors for IPV victimization.
This meta-analysis aimed to explore the ...relationship between childhood maltreatment (CM) and IPV victimization and investigate the moderating effects of gender and marital status.
Examination of the literature produced a sample of 56 effect sizes (N = 23,127) for review.
PsycINFO, PsycArticles, EBSCO-ERIC, Medline, Google Scholar, and ProQuest Dissertations & Theses databases were systematically searched until March 31, 2018. Forty-six eligible studies were included in the meta-analysis. Random effects model was used for meta-analysis of the studies.
Results indicated a significant association between total CM and IPV victimization (r = .18, p < .001). Further subgroup analyses revealed that all four types of CM (childhood physical abuse, psychological abuse, sexual abuse, and neglect) were positively related to IPV victimization (r = .19, .18, .17, and .12, respectively). Moreover, the moderation analyses revealed that the association between CM and IPV victimization was stronger for dating couples than for married ones. However, this relation did not show significant difference between males and females.
There is an association between CM and IPV victimization, and it is moderated by marital status.
Background
Serious chronic illness can have a detrimental effect on school attendance, participation and engagement, leaving affected students at risk of failing to meet their developmental ...potential. An improved understanding of factors that help to explain or mitigate this risk can help educators and health professionals deliver the most effective support. This meta‐review critiqued the available evidence examining the link between six chronic illnesses (asthma, cancer, chronic kidney diseases, heart diseases, cystic fibrosis and gastrointestinal diseases) and children's and adolescents' school experiences and outcomes, as well as investigating the medical, school, psychosocial and sociodemographic factors that are linked to poorer or better school outcomes.
Methods
We searched CINAHL, Cochrane Database, EMBASE, ERIC, MEDLINE, ProQuest Theses and Dissertations, and PsycINFO (2000–2015). Systematic and narrative reviews, and meta‐analyses, of original studies examining students' subjective school experiences and objective school outcomes were eligible. We used the Preferred Reporting Items for Systematic Reviews and Meta‐analyses criteria to critically appraise all systematic reviews. The Grading of Recommendations Assessment, Development, and Evaluation system guided our recommendations for practice and research.
Results
Eighteen reviews of 172 studies including more than 40 000 students were eligible. Therefore, we chose to conduct a meta‐review to provide an overview of the literature on the relationship between chronic illness and school experiences and outcomes. We also explored the associated medical, school, psychosocial and sociodemographic factors affecting the relationship between illness and school experiences and outcomes.
Conclusion
Students with chronic illness demonstrate mixed school experiences and outcomes that are often worse than students without chronic illness. Modifiable factors, such as students' engagement with school, may be novel yet appropriate targets of educational support to ensure that these students reach their full schooling potential.
To review the literature on moral distress experienced by nursing and medical professionals within neonatal intensive care units (NICUs) and paediatric intensive care units (PICUs).
Pubmed, EBSCO ...(Academic Search Complete, CINAHL and Medline) and Scopus were searched using the terms neonat*, infant*, pediatric*, prematur* or preterm AND (moral distress OR moral responsibility OR moral dilemma OR conscience OR ethical confrontation) AND intensive care.
13 studies on moral distress published between January 1985 and March 2015 met our inclusion criteria. Fewer than half of those studies (6) were multidisciplinary, with a predominance of nursing staff responses across all studies. The most common themes identified were overly 'burdensome' and disproportionate use of technology perceived not to be in a patient's best interest, and powerlessness to act. Concepts of moral distress are expressed differently within nursing and medical literature. In nursing literature, nurses are often portrayed as victims, with physicians seen as the perpetrators instigating 'aggressive care'. Within medical literature moral distress is described in terms of dilemmas or ethical confrontations.
Moral distress affects the care of patients in the NICU and PICU. Empirical data on multidisciplinary populations remain sparse, with inconsistent definitions and predominantly small sample sizes limiting generalisability of studies. Longitudinal data reflecting the views of all stakeholders, including parents, are required.
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