The research aims to present the substantive and methodological aspects of educational practice in the process of preparing students for the professional activities of an additional education teacher in media communications (media pedagogue). In accordance with the hierarchy of training levels for a media pedagogue, forms and methods for organizing patriotic activities are described, based on the life and work of the Russian writer V. G. Korolenko. The scientific novelty of the research lies in the fact that it is the first one to propose the author’s program of educational practice “Korolenko studies”. The planned result of its implementation is the actualization of the educational potential of the presented patriotic practice, based on introducing students to local history, history, science studies, culture, and literature of their small homeland through traditional and innovative means, including multimedia.
Edison Paúl Barba-Tamayo, Vanessa Montenegro Hidalgo, Ana Belén Segura Fonseca
et al.
Los consultorios o clínicas jurídicas universitarias permiten a los estudiantes de Derecho aplicar sus conocimientos en situaciones reales. El objetivo de esta investigación es analizar el impacto pedagógico de los consultorios jurídicos gratuitos de la Universidad Nacional de Chimborazo en las competencias profesionales, a través de las percepciones de actores del proceso docente. Se aplicó un enfoque mixto que incluye el análisis estadístico de encuestas a estudiantes y graduados, así como entrevistas a autoridades educativas. Los resultados de una encuesta aplicada a 80 estudiantes revelan que la mayoría percibe un desarrollo significativo en habilidades como investigación jurídica, análisis de problemas, argumentación y ética profesional. Sin embargo, el personal directivo subraya la importancia de contar con métricas claras para evaluar el progreso en habilidades específicas. Además, se identifican desafíos relacionados con la falta de recursos y la necesidad de fortalecer alianzas estratégicas, lo que limita su impacto pedagógico y social.
Special aspects of education, Theory and practice of education
Eliane Maria de Jesus, Ângela Rita Christofolo de Mello
O presente texto busca apresentar um exercício de experimentação com abordagens metodológicas no âmbito da Pós-Graduação, oriundo de experiências com a participação na disciplina “Pesquisas Narrativas”, ofertada pelo Programa de Pós-Graduação em História das Ciências e das Técnicas e Epistemologia da Universidade Federal do Rio de Janeiro -HCTE-UFRJ. O percurso formativo da disciplina conduziu a possibilidades de fazer pesquisa narrativa e com narrativas. Para situar o movimento realizado e os aprendizados advindos dele, elegemos a Cartografia de Deleuze e Guattari (2004), compondo os trajetos e as múltiplas entradas e saídas resultantes de um experimentar possibilidades teóricas e metodológicas. Os pensamentos operados em diálogo com diferentes autores, e participantes da pesquisa, nos levaram ao encontro de narrativas potentes de professoras da Educação Básica sobre suas vivências em turmas de alfabetização.
Education (General), Theory and practice of education
Ewelina Gajewska, Michal Wawer, Katarzyna Budzynska
et al.
Computer-aided teacher training is a state-of-the-art method designed to enhance teachers' professional skills effectively while minimising concerns related to costs, time constraints, and geographical limitations. We investigate the potential of large language models (LLMs) in teacher education, using a case of teaching hate incidents management in schools. To this end, we create a multi-agent LLM-based system that mimics realistic situations of hate, using a combination of retrieval-augmented prompting and persona modelling. It is designed to identify and analyse hate speech patterns, predict potential escalation, and propose effective intervention strategies. By integrating persona modelling with agentic LLMs, we create contextually diverse simulations of hate incidents, mimicking real-life situations. The system allows teachers to analyse and understand the dynamics of hate incidents in a safe and controlled environment, providing valuable insights and practical knowledge to manage such situations confidently in real life. Our pilot evaluation demonstrates teachers' enhanced understanding of the nature of annotator disagreements and the role of context in hate speech interpretation, leading to the development of more informed and effective strategies for addressing hate in classroom settings.
Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results that demonstrate student learning. I stress that beyond the technical, cyclical elements of the IPP, a truly Ignatian course needs to pay close attention to Jesuit charisms such as cura personalis, magis, and educating men and women with and for others.
Efforts to promote equity in higher education often rely on shared intent among instructors and students. Yet, as demonstrated in this study, when students form their own teams for Team-Based Learning (TBL) tasks, they unintentionally cluster with peers of similar socio-economic backgrounds, ultimately undermining equity. This study introduces a simple strategy to facilitate equitable team formation through a quantitative reflection of students' socio-economic backgrounds and their self-perceived preparedness. When applied, the strategy yielded balanced teams and improved performance. In its absence, team compositions became skewed and class performance declined. These findings highlight a behavioural gap between intent and outcome and underscore the need for structural supports to translate equity goals into practice.
Yunhan Qiao, Md Istiak Hossain Shihab, Christopher Hundhausen
The ability to comprehend code has long been recognized as an essential skill in software engineering. As programmers lean more heavily on generative artificial intelligence (GenAI) assistants to develop code solutions, it is becoming increasingly important for programmers to comprehend GenAI solutions so that they can verify their appropriateness and properly integrate them into existing code. At the same time, GenAI tools are increasingly being enlisted to provide programmers with tailored explanations of code written both by GenAI and humans. Thus, in computing education, GenAI presents new challenges and opportunities for learners who are trying to comprehend computer programs. To provide computing educators with evidence-based guidance on the use of GenAI to facilitate code comprehension and to identify directions for future research, we present a systematic literature review (SLR) of state-of-the-art approaches and tools that leverage GenAI to enhance code comprehension. Our SLR focuses on 31 studies published between 2022 and 2024. Despite their potential, GenAI assistants often yield inaccurate or unclear explanations, and novice programmers frequently struggle to craft effective prompts, thereby impeding their ability to leverage GenAI to aid code comprehension. Our review classifies GenAI-based approaches and tools, identifies methods used to study them, and summarizes the empirical evaluations of their effectiveness. We consider the implications of our findings for computing education research and practice, and identify directions for future research.
This article presents an overview of domestic and foreign publications on the evaluation of the professional activity of teachers. We singled out the model of internal evaluation, which consists of the evaluation of the teacher's professional activity based on the results of the students' educational activity and the formative evaluation, which is based on observations of the teacher's activity. As a separate type of assessment, we provide a model of external assessment, namely the certification of teaching staff. In each evaluation model, researchers pay attention to their positive and negative characteristics. Existing schemes for evaluating the teacher's professional activity have various forms, they differ significantly in terms of frameworks, methods, criteria, standards and tools for collecting data on the teacher's activity. Teacher evaluations in Western countries differ in the procedures for conducting them, and often the differences lie in the scale of the evaluation, the frequency of the evaluation, the determination of those responsible, the development of criteria, the methods of collecting information for this process, the impact of the results on the educational process and the position of the teacher. Most of the authors of the presented publications are united in the fact that the system of evaluation of the teacher's professional activity should be organized in such a way that it contributes to his professional growth, so that different models, forms, methods, methods of evaluation can be used in one educational institution, so that they are a tool that contributes to the improvement of the quality of the educational process.
Research objectives and hypothesis/research questions
The aim is to critically analyze the challenges and inequalities in the management of the financing of the tasks of local government units (LGUs) in Poland, with particular emphasis on the impact of legislative, political, and financial factors on the effectiveness of their tasks.
Research questions:
1. Does the presence of councilors employed in units subordinate to local government units lead to a conflict of interest, which negatively impacts the transparency and independence of financial decisions made?
2. Does the amount of subsidies and subsidies awarded depend solely on the economic situation of municipalities, or is it also influenced by political links between local authorities and the ruling party at the central level?
3. As a result of underestimating the educational subsidy, are local government units forced to redirect their funds to finance educational tasks at the expense of other public activity areas?
4. Do the currently used algorithms for the distribution of subsidies reflect the real needs of local government units, and, as a result, there is an optimal allocation of public funds?
5. Is there equal access for local government units to European and national funds?
Research methods
1. Analysis of empirical data: Examination of data from local government units (LGUs) between 2019 and 2023.
2. Comparative analysis: Evaluation of financial indicators for LGUs based on their size, own revenues, and political affiliations.
3. Statistical analysis: Investigation of differences in the allocation of financial resources to identify disparities.
4. Analysis of source documents: Review legal documents, Supreme Audit Office (NIK) reports, and local budget data from LGUs.
5. Case study: Analysis of municipalities in the Radomsko focusing on underestimating educational subsidies and conflicts of interest.
6. Critical literature review: Examination of domestic and international literature to provide context and identify relevant issues.
Main results
1. The amount of subsidies and grants awarded often depends on the political affiliations of local authorities with the ruling party.
2. Educational subsidies fall short of covering actual educational costs, straining resources for other public responsibilities.
3. Councilors employed by subordinate LGU units cause conflicts of interest, harming transparency and financial independence.
4. Under governmental support programs, grant allocation processes lacked transparency and clear criteria, enabling abuses and discretionary fund distribution.
5. Financial support was unevenly distributed, worsening inequalities between wealthier and poorer regions.
Implications for theory and practice
For theory: the research brought a new perspective to the analysis of decentralization and self-government, showing the impact of political, legislative, and financial factors on the functioning of local governments. In particular, the results confirm the importance of political distribution theory, pointing to the practice of favoring individuals associated with the ruling party, reflecting the phenomenon of political allocation of resources. The problems of unequal allocation of resources and underestimation of education subsidies bring new elements to the theory of distributive justice, highlighting the imbalance in access to public resources between regions.
For practice: research indicates an urgent need for legislative reforms aimed at simplifying and stabilizing the regulations governing the activities of local government units. Recommendation for the introduction of more transparent mechanisms for allocating public funds. Emphasize the importance of support for less developed local government units, which would reduce regional inequalities and make more efficient use of available funds.
Management. Industrial management, Management information systems
Informed by research on teaching difficult knowledge and sonic studies in education, this paper critically examines the affective implications of a common pedagogical strategy used to teach difficult knowledge: film. Studies of the use of film in the classroom tend to prioritize analysis that examines how students encounter difficult knowledge ocularly. However, there is little research regarding how teachers and learners process the sounds of trauma in film—specifically the sound of a gunshot. Given that American schools are places haunted by the ever-present specter of school shootings, educators must recognize that the eyes are not the only parts of our bodies that take in violence, and seeing is not the only sense that absorbs the always flowing and constantly circulating forces in the spaces we inhabit. Similar to seeing trauma, hearing it can be intensely destabilizing.
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. This underscores the importance of people's being able to understand graphs. However, the ability to understand graphs is connected to the ability to create graphs. Therefore, in school education, particularly in STEM subjects, not only the understanding but also the skill of constructing graphs from numerical data is emphasized. Although constructing graphs is a skill that most people do not require in their everyday lives and professions, it is a well-established student activity that has been empirically studied several times. Therefore, since a synthesis of the research findings on this topic has not yet been conducted, a summary of the studies investigating graphing via various viewpoints and differing methods could be a valuable contribution. To provide an overview of the empirical literature on this important topic, our systematic review identifies how the construction of convention-based graphical representations of numerical data, referred to as graphing, has been studied in previous research, how effective graphing is, and which types of difficulties are encountered by students. Based on these aspects, we defined inclusion criteria that led to 50 peer-reviewed empirical studies on graphing in K-12 STEM education found in SCOPUS, ERIC, and PsychInfo. Graphing instruction seemed to be beneficial for student learning, not only improving graph construction but also graph interpretation skills. However, the students experienced various difficulties during graphing, both during graph construction and the interpretation and usage of data.
Bayode Ogunleye, Kudirat Ibilola Zakariyyah, Oluwaseun Ajao
et al.
The use of generative artificial intelligence (GenAI) in academia is a subjective and hotly debated topic. Currently, there are no agreed guidelines towards the usage of GenAI systems in higher education (HE) and, thus, it is still unclear how to make effective use of the technology for teaching and learning practice. This paper provides an overview of the current state of research on GenAI for teaching and learning in HE. To this end, this study conducted a systematic review of relevant studies indexed by Scopus, using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search criteria revealed a total of 625 research papers, of which 355 met the final inclusion criteria. The findings from the review showed the current state and the future trends in documents, citations, document sources/authors, keywords, and co-authorship. The research gaps identified suggest that while some authors have looked at understanding the detection of AI-generated text, it may be beneficial to understand how GenAI can be incorporated into supporting the educational curriculum for assessments, teaching, and learning delivery. Furthermore, there is a need for additional interdisciplinary, multidimensional studies in HE through collaboration. This will strengthen the awareness and understanding of students, tutors, and other stakeholders, which will be instrumental in formulating guidelines, frameworks, and policies for GenAI usage.
Anamaria Mojica-Hanke, David Nader Palacio, Denys Poshyvanyk
et al.
Context: Machine Learning (ML) significantly impacts Software Engineering (SE), but studies mainly focus on practitioners, neglecting researchers. This overlooks practices and challenges in teaching, researching, or reviewing ML applications in SE. Objective: This study aims to contribute to the knowledge, about the synergy between ML and SE from the perspective of SE researchers, by providing insights into the practices followed when researching, teaching, and reviewing SE studies that apply ML. Method: We analyzed SE researchers familiar with ML or who authored SE articles using ML, along with the articles themselves. We examined practices, SE tasks addressed with ML, challenges faced, and reviewers' and educators' perspectives using grounded theory coding and qualitative analysis. Results: We found diverse practices focusing on data collection, model training, and evaluation. Some recommended practices (e.g., hyperparameter tuning) appeared in less than 20\% of literature. Common challenges involve data handling, model evaluation (incl. non-functional properties), and involving human expertise in evaluation. Hands-on activities are common in education, though traditional methods persist. Conclusion: Despite accepted practices in applying ML to SE, significant gaps remain. By enhancing guidelines, adopting diverse teaching methods, and emphasizing underrepresented practices, the SE community can bridge these gaps and advance the field.
Elizabeth Jones, Scott Hicks, Joshua Busman
et al.
Our initial impetus for this project stems from the development of UNCP’s Indigenous Cultures & Communities (ICC) graduation requirement and the efforts of individual faculty representing disciplines in the arts, education, humanities, library, and nursing to redesign class activities and courses and share models and templates for readers’ use and adaptation in incorporating Indigenous-centered pedagogies in their own courses. We have curated our practical and philosophical methods for engaging Indigenous knowledge and using Indigenous-centered pedagogies in college courses and curricula through the lens of faculty efforts to redesign their courses in support of a newly instituted graduation requirement focused on Indigenous cultures and communities.
The purpose of the article is to study the theoretical and legal discourse of the modern definition of the motivational component of the legal protection of public morality in the activity of law enforcement agencies of Ukraine. As a result of the conducted analysis, it is necessary to state that motivational orientation should be interpreted as a category of philosophical praxeology, which is most closely related to the concept of determination, and therefore, taking into account that motivation is an element and axiological, it is appropriate to emphasize the importance of confidence and conviction of a person in the correctness and reasonableness their own aspirations. This is possible provided there is a clear regulatory basis, especially when it comes to protocol and such responsible work as law enforcement. The article establishes that the motivation of a law enforcement officer closely interacts with legal deontology, which, by its very nature, determines the basic moral and social principles of interpersonal relations, which motivate in what way a law enforcement officer should understand his professional purpose, how exactly to interpret his mission, and, at most, to realize why the law enforcement profession exists at all. It was established that when investigating the motivational determination of the legal protection of public morality within law enforcement agencies, it is advisable to, first of all, talk about the implementation of the function of legal protection as a professional duty of representatives of law enforcement agencies, which follows from legal norms. It has been established that the problem of the relationship between public morality and the axiology of law enforcement activity is not only a complex topical question and a complex cognitive process, but, in fact, a new epistemological mechanism of scientific immersion in the ideological social foundations of the era of law enforcement system reforms, the era of revolutionary changes and, unfortunately, military realities of modern Ukraine. It is suggested that the motivational determination of the protection of public morality by law enforcement agencies, or their moral self-regulation, should be interpreted as a very comprehensive process, characterized by external and internal determinants, conditioned by the object of legal protection itself and dependent on the specifics of a specific law enforcement agency and its structural unit.
Education (General), Theory and practice of education
Dialogue Acts (DAs) can be used to explain what expert tutors do and what students know during the tutoring process. Most empirical studies adopt the random sampling method to obtain sentence samples for manual annotation of DAs, which are then used to train DA classifiers. However, these studies have paid little attention to sample informativeness, which can reflect the information quantity of the selected samples and inform the extent to which a classifier can learn patterns. Notably, the informativeness level may vary among the samples and the classifier might only need a small amount of low informative samples to learn the patterns. Random sampling may overlook sample informativeness, which consumes human labelling costs and contributes less to training the classifiers. As an alternative, researchers suggest employing statistical sampling methods of Active Learning (AL) to identify the informative samples for training the classifiers. However, the use of AL methods in educational DA classification tasks is under-explored. In this paper, we examine the informativeness of annotated sentence samples. Then, the study investigates how the AL methods can select informative samples to support DA classifiers in the AL sampling process. The results reveal that most annotated sentences present low informativeness in the training dataset and the patterns of these sentences can be easily captured by the DA classifier. We also demonstrate how AL methods can reduce the cost of manual annotation in the AL sampling process.
The cINnAMON EUREKA Traditional project endeavours to revolutionize indoor lighting positioning and monitoring through the integration of intelligent devices and advanced sensor technologies. This article presents the prototypes developed for various project components and explores their potential application in medical education, particularly for aspiring healthcare professionals. The current variant of the intelligent bulb prototype offers a comparative analysis of the project's bulb against commercially available smart bulbs, shedding light on its superior efficiency and capabilities. Furthermore, the initial smart bracelet prototype showcases its ability to collect and analyse data from an array of built-in sensors, empowering medical students to evaluate fragility levels based on accelerometer, gyroscope, orientation, and heart rate data. Leveraging trilateration and optimization algorithms, the intelligent location module enables precise monitoring of individuals' positions within a building, enhancing medical students' understanding of patient localization in healthcare settings. In addition, the recognition of human activity module harnesses data from the bracelet's sensors to classify different activities, providing medical students with invaluable insights into patients' daily routines and mobility patterns. The user's personal profile module facilitates seamless user registration and access to the comprehensive services offered by the cINnAMON system, empowering medical students to collect patient data for analysis and aiding doctors in making informed healthcare decisions. With the telemonitoring system, medical students can remotely monitor patients by configuring sensors in their homes, thus enabling a deeper understanding of remote patient management.
Listening is a receptive skill that plays a crucial role in learning English because it is a language modality used in direct conversation. This study determined the strategies used by the eighth-graders in English listening lessons and their reasoning. This study implemented a mixed-method approach and was carried out in a private junior high school in Probolinggo, involving 62 students. To collect the data, the researchers employed surveys and interviews to determine the types of student learning strategies in listening lessons and the reasons for using these strategies. The survey data were analyzed quantitatively using weighted means, while the qualitative data from the interview were thematically analyzed. The findings indicated that the most used strategies were metacognitive (x=3.77), cognitive (x=3.69), and social-affective (x=3.40). Next, students’ reasons for using the metacognitive strategies would understand the topic, think about the learning process, and evaluate evaluations that help them do the listening test. Students could understand the meaning of the topics they hear, make students focus on learning objectives, and know the progress of learning applied. By knowing students' learning strategies and their reasons, teachers can be more creative in choosing the proper learning methods because they know students' character and what they need.
Theory and practice of education, Language and Literature
回顧性研究對公共政策與知識基礎之建立具有重要意義，但臺灣對於學校領導領域研究的回顧並不多見，故本研究以收錄於Scopus資料庫的期刊文章為範圍，以文獻計量方法進行近20年之研究回顧，探討的核心旨趣在於瞭解本土研究與全球學術的連結。經篩選後，計以95篇中、英文文章為分析對象。重要研究發現有三：一、在發表數量與期刊方面，臺灣於2001年方有學校領導的英文論文發表於國際期刊，而世界大學排名之強調及頂尖大學計畫之推動，雖使過往獨重中文發表的狀況產生改變，惟整體發表量仍偏少，且刊登於教育領導與管理核心期刊的比例亦不及兩成。二、以文獻被引用情形分析國際能見度，近20年臺灣學校領
導論文被引用數前十名的作者，平均論文篇數為3.5篇、平均被引用數則為45.2次，其中，平均被引用數與非洲地區教育領導研究之落差為3.33倍，與亞洲、非洲及拉丁美洲三個新興地區之落差為11.78倍。三、臺灣學者之研究主題能與國際學界相呼應，但仍有部分議題尚待開展。而共引用分析結果顯示，臺灣學校領導研究的智識結構可分為學習領導、分散形式的領導、領導行為及其影響，以及社會網絡等四個論述派別。上述結果指陳全球化下臺灣教育行政領域的發展，除可致力國際影響力的提升，亦應力求議題之多元。
1. Background
Systematic reviews may inform public policies and contribute to the building of a knowledge base. However, reviews of school leadership research are relatively rare in Taiwan. This study conducted a bibliometric review to analyze journal papers by Taiwanese scholars in the Scopus
database published in the previous 20 years. The focus was to examine the connection between Taiwanese and global research on school leadership.
2. Research questions
On the basis of the research background, four research questions were proposed: (1) What is the volume and growth trajectory of Taiwanese school leadership research? (2) What is the international visibility of Taiwanese school leadership research as revealed through citation analysis? (3) What are the main topics covered by Taiwanese school leadership research and how do they correspond to
the global trend? (4) What is the intellectual structure of Taiwanese school leadership research and how do it connect with the global literature?
3. Theoretical framework
(1) Intellectual development of school leadership research
The theory movement in the 1950s and 1960s highlighted the development of educational administration research. Griffiths (1959) categorized these theories into four groups: social system and role theory, leadership theory, decision theory, and organizational theory. In the 1970s, contingency theory, which emphasizes the influence of context on leadership, was proposed. With the growing interest in school effectiveness and school reform, the organizational perspective was applied to investigate school leadership. Instructional leadership was also emphasized from then on.
In the 1990s, other leadership approaches such as transformational leadership, moral leadership, and distributed leadership became popular in school leadership research. With the power paradigm
shifting from a heroic view of leaders to a more dispersed view of power, distributed leadership and teacher leadership were also highly recognized. In response to the international context, leadership for learning, which includes elements of instructional leadership, transformational leadership, and shared leadership, has gained global attention in the new millennium.
(2) Retrospective view of school leadership research
Systematic reviews did not appear in the field of educational administration until the 1980s. EPPI-Centre (2012) indicated the four key features of systematic reviews. First, a high quality systematic review is explicit and is conducted using transparent methods. Second, it follows a
standard set of stages. Third, the review is accountable, replicable, and updateable. Fourth, users should be involved to ensure reports are relevant and useful. The elements of reviews include the
central topics of interest, guiding questions, and goals; a conceptual perspective for guiding the review’s selection, evaluation, and interpretation of the studies; sources and types of data; data
evaluation and analysis; and the major results of the review (Hallinger, 2014). However, according to Hallinger’s study in 2014, only eight reviews met these criteria. Of the eight studies, some used critical synthesis, some adopted meta-analysis, and some employed both. In recent years, network
analysis, data mining, and bibliometric analysis are increasingly being applied in systematic reviews.
In addition to a greater diversity in methods, the regions under review have expanded from the United States and United Kingdom to many other regions. This development can be attributed to Hallinger’s effort to initiate international collaboration to build the knowledge base of educational
leadership in Asia. Because of the growing interest in the academic development in non-Western countries, he promoted the use of systematic reviews to examine studies in Asia, Africa, Saudi Arabia, and Central and South America, which resulted in more than 30 systematic reviews on
educational leadership and management.
A wide range of research topics is a prominent feature of educational leadership and management research. Five topics that have gained frequent attention are social justice, female leadership, school leadership preparation and development, trust, and instruction and instructional
leadership. The following are the topics of frontier research in this field: principal, school leadership, and student achievement; distributed leadership, instructional leadership, teacher learning, accountability, school improvement, school reform, and leadership development; and race, justice, and urban education.
In Taiwan, research reviews on educational leadership are scant. According to Lin’s (2000) review, only a few studies have focused on the impact of principals on students. Pan’s (2010) review indicated that of all the educational leadership studies in government-funded projects and journals, 70% of the topics were related to principals’ leadership styles and behaviors. The distribution of the research topics was not sufficiently diversified to reflect global academic development.
4. Research method
This study used bibliometric analysis on the Scopus database to analyze Taiwanese school leadership research. The review process was based on the steps of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) developed by Moher et al. (2009). After the
process of screening, identification, eligibility determination, and inclusion, 95 papers were included for analysis. Descriptive analysis, citation analysis, co-occurrence analysis of keywords, and co-citation analysis were conducted to address the research questions.
5. Research findings
The study had the following three key findings: (1) Concerning the volume of publication in journals, the first English paper on Taiwanese school leadership research did not appear until 2001. Although the promotion of the world university rankings and the launch of the Top University
Project have changed the trend of solely using Chinese for academic writing, the number of English studies on school leadership remains limited. Moreover, only 14.7% of papers are published in the
core journals of education leadership and management. (2) A citation analysis revealed that the international visibility of Taiwanese school leadership research is low. The average number of papers of the 10 most cited Taiwanese scholars is 3.5, and they have been cited an average of 45.2 times. The number of citations of Taiwanese scholars is 3.33 times less than that of African educational leadership research and 11.78 times less than that of research on three emerging regions.
(3) The research topics selected by Taiwanese scholars may highlight international academic development; however, some underdeveloped topics remain such as social justice leadership, organizational theory, institutional theory, and social capital. The current co-citation analysis
revealed the four schools of thought of Taiwanese school leadership, namely leadership for learning, distributed forms of leadership, leadership behavior and its impact, and social network.
6. Contributions
Systematic reviews on school leadership are scarce in Taiwan. The present study conducted a bibliometric analysis to examine the development and features of Taiwanese school leadership literature which is innovative in the research method. The connection between Taiwanese studies on
school leadership research and global scholarship has seldom been addressed in relevant research.
The current analysis presents the development of Taiwanese school leadership and its connection with global trends, providing critical insights and directions for future research on school leadership in Taiwan.
7. Implications
The present findings indicate the future direction of Taiwanese academic development in the field of educational administration. First, publishing more research in English can help increase the international impact of Taiwanese scholars. Greater exposure in English publications can highlight
the fruitful outcome of Taiwanese school leadership research internationally. Building the academic connections between Taiwan and other countries will also be beneficial. Second, the current study
identified a gap between Taiwanese school leadership research and the global trend. Including more diversified topics may help broaden the scope of research. Some topics recommended for future study include social justice leadership, organizational theory, institutional theory, social capital
theory, social justice theory, and critical racialism. Third, conducting periodic replication studies using bibliometric analysis may help track the development of Taiwanese school leadership research.
In particular, this method allows for a comparison of the distinguishing features of research among different periods. Fourth, a bibliometric analysis on Taiwanese school leadership research published
in Chinese would be of considerable value. Taiwan has several literature databases that collect domestic research. However, the data structure provides insufficient information for an effective bibliometric analysis. To maximize the usefulness of these databases, their data structure design
merits special consideration.
We shall present with examples how analysis of astronomy data can be used for an educational purpose to train students in methods of data analysis, statistics, programming skills and research problems. Special reference will be made to our IAU-OAD project `Astronomy from Archival Data' where we are in the process of building a repository of instructional videos and reading material for undergraduate and postgraduate students. Virtual Observatory tools will also be discussed and applied. As this is an ongoing project, by the time of the conference we will have the projects and work done by students included in our presentation. The material produced can be freely used by the community.