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Educational leaders’ perceptions of evidence quality and application: a paradox
Get PDFBackground
Although evidence is widely valued in education, differing standards of what counts as acceptable, or valid, evidence have become a major barrier to tackling deep-rooted systemic challenges. The past decade has seen concerted efforts to build consensus and a unified definition, to guide better decision-making, evidence implementation and investment in education.
Purpose
This study examined the factors that influence educational leaders’ perspectives about evidence generation and application, with the aim of deepening understanding of how these perspectives are formed and impact evidence-informed decision-making. Research questions were: 1) How do educational leaders perceive valid evidence? 2) Which challenges do they perceive in applying it to practice? and 3) What role could evidence self-assessment tools play in supporting evidence applications?
Method
The study adopted a qualitative research design, with analysis drawing on data from remote interviews with 15 leaders of educational not-for-profit organisations across 10 countries engaged in advanced evidence-based practice.
Findings
Participants’ definitions of evidence fell into three categories: a hierarchical approach, prioritising randomised controlled trials (RCTs); a pluralistic approach, valuing different types of evidence depending on context; and a multidimensional approach, integrating both the above, but difficult to operationalise in practice. All participants acknowledged the systemic governance challenges of evidence generation and application, noting that evidence was shaped by socio-political and funding agendas beyond their control. Findings are discussed in the context of an evidence paradox, where educational leaders aim for a holistic understanding, but find this pursuit threatened by systemic factors that favour evidence generation and application according to one of the three definitions.
Conclusion
Resolving the evidence paradox requires a mind-shift among decision-makers and commissioners. This is likely to involve re-positioning systems as learning systems that pivot based on mistakes and adapt based on iterative learning
Galaxy Zoo: Cosmic Dawn – morphological classifications for over 41 000 galaxies in the Euclid Deep Field North from the Hawaii Two-0 Cosmic Dawn survey
Get PDFWe present morphological classifications of over 41 000 galaxies out to zphot ∼ 2.5 across six square degrees of the Euclid Deep Field North (EDFN) from the Hawaii Twenty Square Degree (H20) survey, a part of the wider Cosmic Dawn survey. Galaxy Zoo citizen scientists play a crucial role in the examination of large astronomical data sets through crowdsourced data mining of extragalactic imaging. This iteration, Galaxy Zoo: Cosmic Dawn (GZCD), saw tens of thousands of volunteers and the deep learning foundation model Zoobot collectively classify objects in ultra-deep multiband Hyper Suprime-Cam (HSC) imaging down to a depth of mHSC − i = 21.5. Here, we present the details and general analysis of this iteration, including the use of Zoobot in an active learning cycle to improve both model performance and volunteer experience, as well as the discovery of 51 new gravitational lenses in the EDFN. We also announce the public data release of the classifications for over 45 000 subjects, including more than 41 000 galaxies (median zphot of 0.42 ± 0.23), along with their associated image cutouts. This data set provides a valuable opportunity for follow-up imaging of objects in the EDFN as well as acting as a truth set for training deep learning models for application to ground-based surveys like that of the Ultraviolet Near-Infrared Optical Northern Survey (UNIONS) collaboration and the newly operational Vera C. Rubin Observatory
Just Like a Woman
No full textIt seems to be widely supposed that the shock-jock question ‘What is a woman?’ is an unanswerable gotcha for trans people or trans allies. Here I answer the question (my answer is ‘an adult human female’) and explain why this isn’t a transphobic answer, and why, actually, the question is a gotcha for the other side – for trans-exclusionaries. I also answer the question ‘Can a woman have a penis?’ My answer is ‘Yes, and whether you are trans-inclusionary or trans-exclusionary, it’s still yes’
Determinants of Anti-Seizure Medication Non-adherence and Response to Treatment Among People with Epilepsy in Kilifi, Kenya
Get PDFThe epilepsy treatment gap (ETG) and poor adherence to antiseizure medications (ASMs) remain major challenges in low- and middle-income countries (LMICs). This study assessed adherence, evaluated the effectiveness of short messaging service (SMS) reminders, and investigated ASM-related adverse drug reactions (ADRs) in epilepsy patients from Kilifi and Nairobi, Kenya.
A cohort of 1,692 people with epilepsy was assessed for medication adherence, with 38% having drug level data. In Kilifi, a randomised controlled trial (RCT) involving 1,038 participants tested SMS interventions (text, audio, both) versus control. Drug levels were measured at baseline, three, six and twelve months and a third of these were available at the time of analysis. At baseline, adherence was low—overall gap was 68% (71% in Nairobi, 65% in Kilifi). Factors associated with poor adherence included active epilepsy (aOR=1.80), ASM polytherapy (aOR=3.1), and low quality of life (β=-0.007).
The SMS intervention in Kilifi reduced non-adherence over time. ASM levels below the quantification limit decreased from 34% at baseline to 29% at follow-up. Suboptimal levels dropped from 64% to 57%. However, overall incidence rate of non-adherence showed no significant difference across intervention groups. Proportion of secondary outcomes improved: daily seizures fell from 22% to 3%, severe disability from 33% to 16%, and negative beliefs from 29% to 20%. SMS reminders reduced the incidence rate of poor quality of life in those with adequate ASM levels but increased incidence rate of severe disability in those with low/suboptimal levels.
ADRs affected 68% of 138 participants with mainly psychiatric (59%) and movement symptoms (51%) reported. Risk factors associated with ADR included polytherapy (aOR=2.3) and phenobarbital use. Psychiatric comorbidities were associated with polytherapy use, including depression (aOR=2.9) and psychosis (aOR=1.9). Electrolyte imbalances were found in 19.4% of 1,495 participants, notably hypomagnesaemia (associated with CBZ use) and hyponatraemia (associated with polytherapy use).
Addressing side effects, monitoring ASM levels, and implementing comprehensive interventions are essential to reduce the ETG and improve adherence in LMICs
Reporting concerns to regulators: A novel analysis of feedback from people harmed by health and social care practitioners
No full textBackground: Health and social care professionals must adhere to the standards of professional conduct of their professional regulator. Regulators can sanction registrants, including limiting their practice and striking them off, through a fitness-to-practice process. In the United Kingdom, there are 13 professional regulators, the largest of which regulates nurses and midwives. Although anyone can raise a concern about a registrant, members of the public are the largest source of raised concerns. These individuals may bring evidence that is crucial to a concern being investigated. Globally, there is scant research regarding the public raising a concern with a regulator.
Purpose: This study examined the expectations, experiences, and support offered to the public who raised a concern in the United Kingdom.
Methods: A survey was completed by 64 people who had raised a concern. The resulting cases were either closed by one of seven regulators before a hearing or were still open with one of two other regulators. Open responses were analyzed using thematic content analysis.
Results: Three overarching themes emerged about participant experiences related to (a) raising a concern, (b) the regulatory process, and (c) the outcome. Serious harm of multiple types was commonly reported by participants. Participants who expressed negative feelings about the process felt that they were not taken seriously or that “justice” was not served. Participants who reported positive outcomes had cases in which a registrant was disciplined in some way or the outcome would prevent repetition of harm to others in the future.
Conclusion: This study adds to the small body of research that may inform interventions to improve the engagement of the public in regulatory processes, enabling them to give their best evidence, and through this process contribute to public safety. Regulators should recognize the key role public referrers have in regulatory processes by welcoming these concerns, communicating what can and cannot be considered and why, keeping referrers informed, offering a point of contact and support if needed, and communicating outcomes personally. Additional research is needed to evaluate whether these interventions would improve the public’s experiences and trust in professional regulation
Collaborative toolkit creation to support reflective practice in teacher education
Get PDFReflection in practice and on practice is a vital aspect of teacher education, especially in enabling student teachers to link theory and practice. However, student teachers’ perceptions of what reflection is, and how to reflect on their teaching, varies. Additionally, student teachers may often view reflective practice as a course requirement rather than a supportive tool to enable development of practice. This project aimed to support student teachers to develop confidence when reflecting on their practice by identifying features of effective reflection and considering approaches that they could adopt. This was achieved by developing a stronger understanding of the theoretical models that can support reflective practice and understanding the challenges experienced by student teachers. The participatory study involved eight student teachers and four teacher educators, with existing reflective models reviewed and trialled. Prior to an initial workshop, student teachers approached their reflective practice in a variety of ways. Some needed to write their reflections, whilst others felt that oral reflection and professional discussion supported them more effectively. Student teachers felt supported when they had a staged model to scaffold this process and were drawn towards reflective models with such structure. Drawing on their experiences, a toolkit has been co-created that offers student teachers an evidence-informed framework to assist with confident and effective reflective practice. Indicative findings show that reflecting on practice is a very personal choice. During the co-creation of the toolkit, the student teachers drew on features they had evaluated to be the most effective from existing models whilst allowing for personal tailoring of bespoke models. More than 200 student teachers on a blended teacher education programme will be introduced to the co-created toolkit and encouraged to use it to support confident and effective reflective practice
LGBT Research Across Seven Countries: a Roundtable Discussion on Research Trends, Challenges, and Possibilities
No full textIntroduction
We look “behind the scenes” of LGBTQ research across seven countries from the perspective of researchers exploring the type of research undertaken, the challenges of conducting research in these settings, and the direction of future research.
Methods
Collaborators from the Global Pride pilot Study (from Argentina, Canada, India, Israel, New Zealand, Taiwan, and the UK) participated in an asynchronous roundtable in April, 2024, contributing word-limited written responses to the key areas above.
Results
Across nations, social sciences predominated with a focus on health and well-being and a marked recognition of diversity. There was a noted absence of national data across most countries, along with an absence of funding and other support with reference to varying cultural influences and heteronormativity. Addressing this diversity and inequalities were seen as future issues to consider, including issues of transgender and nonbinary experiences, housing, safety, and social connectedness, among others.
Conclusions
The roundtable is an effective forum for gathering and sharing individual-level research experiences within countries and a window onto the international state of the field.
Social-Policy Implications
Language (e.g., acronyms and terms) vary from country to country limiting both inclusion and comparison, with identified opportunities for curricular, programmatic and research innovation
Employer-Facing Education – What Does It Mean to You?
Get PDFIn recent years, there has been a shift in higher education towards factors such as employability and work-readiness, driven by economic ambitions. Many students at the Open University work while studying, reflecting the University’s mission of learning for all. This raises several questions about whether our pedagogy and approach to teaching are appropriately employer-facing and, if so, how effective they are in delivery. Using reflective practice, this paper explores what employer-facing education means. It asks if, by engaging employers in co-creating and delivering learning experiences, educational providers can maximise their reach and ensure education remains relevant, applied, and impactful. This paper reflects on practice, challenges, and future directions for employer-facing higher education and proposes a direction for a new eSTEeM project
Spectral variability of Phobos and Deimos from TGO/CaSSIS multiband observations
Get PDFAims. We present a comparative visible and near-infrared multiband analysis of Phobos and Deimos aimed at characterising the compositional variability of the Martian moons.
Methods. From multiband observations acquired by the Colour and Surface Stereo Imaging System (CaSSIS) on board on the ESA/ExoMars Trace Gas Orbiter (TGO), we analysed spectral ratios tracing ferric and ferrous minerals and mapped them over the surfaces of the Martian moons. We identified regions of interest (ROIs) on both moons and compare their mean spectra and spectral slopes.
Results. We identified an overall similarity between the two Martian moons, whose variability can be explained by a different degree of ferric and ferrous mineralogy. In particular, the blue unit of Phobos can be explained by the presence of ferrous minerals, while the ferric minerals dominate in the red unit. We show that overall the Deimos surface matches the Phobos red units. On the contrary, the Deimos bright blue spots are spectrally similar to the Phobos transitional unit. We show the presence of a 1000 nm band only in the blue unit of Phobos. Conclusions. Our comparative multiband analysis of Phobos and Deimos is consistent with a similar composition of the two Moons, suggested by the spectral similarity of their redder units. The detection of an absorption towards 1000 nm in the blue unit suggests an exogenous nature of the latter
