A Collaborative Catalog for Research Computing and Data Professional Development

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Australian government funding and policy guidelines increasingly encourage researchers to deposit their research data in institutional or subject repositories, but there are significant technical and organisational practicalities involved in achieving this. In this paper, Monash University Library staff members with responsibility for repository development and research data management describe their work together to establish the Monash University ARROW Repository as a key part of the university’s overall program to improve research data management. Repository - related activities are discussed in the context of wider developments, both in technical infrastructure and in terms of professional development and outreach to researchers.Presented at ‘Connections content conversations’, the 15th VALA Biennial Conference and Exhibition (VALA 2010), Melbourne, Victoria, Australia, 9-11 February 2010handle 1959.1/539468pid monash:81820

The sharing and documentation of cardiovascular research data are essential for efficient use and reuse of data, thereby aiding scientific transparency, accelerating the progress of cardiovascular research and healthcare, and contributing to the reproducibility of research results. However, challenges remain. This position paper, written on behalf of and approved by the German Cardiac Society and German Centre for Cardiovascular Research, summarizes our current understanding of the challenges in cardiovascular research data management (RDM). These challenges include lack of time, awareness, incentives, and funding for implementing effective RDM; lack of standardization in RDM processes; a need to better identify meaningful and actionable data among the increasing volume and complexity of data being acquired; and a lack of understanding of the legal aspects of data sharing. While several tools exist to increase the degree to which data are findable, accessible, interoperable, and reusable (FAIR), more work is needed to lower the threshold for effective RDM not just in cardiovascular research but in all biomedical research, with data sharing and reuse being factored in at every stage of the scientific process. A culture of open science with FAIR research data should be fostered through education and training of early-career and established research professionals. Ultimately, FAIR RDM requires permanent, long-term effort at all levels. If outcomes can be shown to be superior and to promote better (and better value) science, modern RDM will make a positive difference to cardiovascular science and practice. The full position paper is available in the supplementary materials.

Aims: Describe how to implement sustainable professional development through scientific publications in high school.
 Study Design: Qualitative and descriptive approach.
 Place and Duration of Study: Sample: High school teachers in the city of Padang, between Mei 2022.
 Methodology: This study uses a qualitative and descriptive approach. The subjects in this study were high school teachers in the city of Padang, totaling 23 people. Research data in the form of qualitative data were collected through questionnaires. The data were analyzed using descriptive statistics to describe the state of the data by presenting responses to a Likert scale questionnaire. The data presented provides an understanding of the phenomena that occur, then the researcher plans further actions based on the significance of the phenomenon.
 Results: This research focuses on five indicators designed to determine how the implementation of sustainable professional development for teachers in senior high schools is carried out. The five indicators are activeness in professional activities, professional development planning, making scientific works, product development to support the learning process and activeness in scientific activities.
 Conclusion: The five indicators are activeness in professional activities, professional development planning, making scientific works, product development to support the learning process and activeness in scientific activities.

The generation of professional capital, viewed in terms of social capacity building, has an important learning dimension. Teachers’ staff development is one area which can contribute towards social capacity building and socially committed teachers have an important part to play in generating capital for their profession. This paper provides a critical review of current professional development processes in Malta with a focus on how different provisions are successful, or limited, in generating further knowledge and professional learning. It also discusses the need for Continuing Professional Development (CPD) which capitalizes on practitioners’ experiences, realities and the knowledge of the social context of learning. Research data, in the form of teacher narratives and one longitudinal case study, reveals the importance of the social dimension in CPD. The involvement of teachers in the Let Me Learn Professional Learning Process marks a proactive stance in teacher professional development and transformation through its emphasis on teacher networks, partnerships and externalizing teachers’ knowledge base. It also demonstrates that teachers’ professional capital can be fostered when teachers learn together and collaborate.

This study, seeking to reveal in-service and pre-service primary school teachers’ opinions and practices regarding the 5E learning cycle supported digital worksheets (5E-DWS) they created on GeoGebra, employed the case study design, a qualitative research design. Face-to-face interviews were held with six in-service and six pre-service primary school teachers regarding 5E-DWS in the study. Additionally, 10 5E-DWS documents, prepared by the participants, were analyzed. The research data was analyzed with the inductive analysis method. The participants referred to the preparation process of 5E-DWS and highlighted its digital features, constructivist nature and appropriateness for contemporary approaches. Based on the participants opinions, the analyses revealed that 5E-DWS is advantageous in that it concretizes mathematics, intrigues students, saves time and paper, activates learning-teaching process, removes misconceptions, fosters individual and learning by doing-experiencing, and contributes teachers’ professional development. Its disadvantages include lack of technological equipment, inadequate teacher and student readiness, need for control, and individualizing students through blocking interaction with others. The study also elicited in-service teachers’ experiences regarding their practice of 5E-DWSs in classrooms. They stressed that, compared to pen-and-paper worksheets, 5E-DWSs are more economical and sustainable, intriguing, fun, appropriate for the digital age and new generation students, and they provide an explorative and gradual learning environment. In the process of preparing 5E-DWS, the participants had the most difficulty and enjoyment in the same phases of 5E learning cycle, exploration and elaboration. Regarding the contents of the 5E-DWSs, the participants used different methods and techniques and various technological materials in each phase.

This research evaluated the strategies used to improve teaching and learning in secondary schools, which fosters quality in management. A case study has been applied. In this study, the semi-structured interview technique was used. Research data was obtained from the National Education General Secondary Education affiliated to the schools from which 13 school principals who work in public schools, and 27 teachers and 12 school council representatives were chosen. School principals take their staff along when they make decisions, and the people that they work closely with, but they sometimes make decisions by themselves. School principles promote the relationship and cooperation between the teachers, positive attitudes in the teachers’ professional development needs of the populace working in public schools to improve the teaching and learning strategies that they use. Many efforts are made to create a positive learning and teaching environment, and to promote the use of information technology in schools to reflect a society-based education system.

Since the later decades of the 20th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational psychology, as a result of this critical paradigm, this area still has problems to overcome: Psychologists are becoming increasingly separate from schools, and it is now common to find psychologists who are professionally unprepared to perform in this context and furthermore, school principals do not always understand the role of psychologists in educational settings. However, educational demands exist in psychologists’ daily work in a range of contexts, indicating the relevance of this field and the urgency to improve psychologists' qualifications. Considering that Brazilian professional development programs for educators and psychologists are usually restricted to technical learning, often ignoring professionals’ real needs and claims, this research aimed to develop a special type of professional development program looking at the group as a source of development, in order to rethink professional development process from within a collaborative perspective. Research data was generated from a professional development program offered for psychologists and professionals who work within educational settings. This programme involved collaborative group work and was organized and conducted in such a way as to create conditions for change. Concepts of cultural-historical theory – social situation of development, crisis and perezhivanie – were used as analytic tools for data analysis. Analysis indicated the importance of the group as a source of development through dialogue and the co-construction of new ideas and possibilities.

Clinical trial data can be presented in ways that exaggerate treatment effectiveness. Physicians consider therapy more effective, and may be more likely to make inappropriate practice changes, when data are presented in relative terms such as relative risk reduction rather than in absolute terms such as absolute risk reduction and number needed to treat. Our purpose was to determine (1) how frequently continuing medical education (CME) speakers present research data in relative terms compared to absolute terms; (2) how knowledgeable CME speakers and learners are about these terms; and (3) how CME learners want these terms presented. Analysis of videotapes and PowerPoint slides of 26 CME presentations, questionnaire survey of CME speakers and learners, and focus groups with learners. Speakers presented data more frequently in relative than absolute terms, but most frequently in general terms such as frequencies, percentages, graphs, and P-values with no data. Of 1367 PowerPoint slides, 269 presented research data, and of these, 225 (84%) presented data in general terms, 50 (19%) in relative terms and 19 (7%) in absolute terms. CME speakers understood relative and absolute terms better than learners. Approximately 25-35% of speakers and 45-65% of learners could not correctly calculate relative risk reduction, absolute risk reduction, and number needed to treat. Learners wished to have these terms presented in CME programs in a consistent and easily understood format and requested a brief review of them at the beginning of CME programs. Presentation of research data in most CME programs is inadequate to allow learners to make fully informed therapeutic decisions. Speakers and learners need professional development to improve their presentation and understanding of research data.

Cognitive functioning changes in elderly people. The degree of decline varies across different cognitive abilities and other variables, such as educational level and life-time professional activity, can slow down this process. This study investigates the pattern of cognitive performance in people over 50 years old, taking into account the influence of educational level and profession. Research data were collected during the pilot study of the Longitudinal Aging Study in Spain (ELES) in which a representative sample of non-institutionalized Spanish older people was assessed. The following cognitive variables were evaluated: general cognitive functioning, verbal memory, working memory span, visuomotor speed, and language. Differences were found in all cognitive variables in the different age groups, and according to educational level and profession. These differences remained after controlling for the age variable. Population studies provide a global perspective of cognitive performance in older people and help to identify the role of the different associated factors.

The purpose of this research; To evaluate the role and importance of the ethical problem in education through the ethical perceptions of primary school teacher candidates. The research was designed in accordance with the phenomenology pattern, one of the qualitative research designs. In this research, 40 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan in the 2021-2022 academic year constitute the study group of the research. Research data were collected through a semi-structured interview form developed by the researchers. As a result of the research; Primary school teacher candidates' views on ethical behaviors in the teaching profession were evaluated, and teachers ranked ethical behaviors as professional commitment, justice/equality, honesty/reliability, objectivity/impartiality, professional development, respect and professionalism. The pre-service teachers who participated in the research described discrimination, professional abuse, bribery, indiscipline and irresponsibility as unethical behaviors. In addition, the majority of teacher candidates participating in the research stated that the role of ethical behavior in the teaching profession is very effective. It is necessary to increase the courses taken by pre-service teachers during their education on professional ethics, and the course content should be developed in order to ensure their development. Keywords; Ethical behavior, ethics in education, prospective teachers, unethical behavior.

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Bu araştırmanın amacı, okul yöneticilerinin kendi mesleki gelişim etkinliklerine yönelik algılarını belirlemektir. Genel tarama modelinde tasarlanan araştırmanın çalışma grubunda, Antalya ili devlet ilkokulu, ortaokulu ve liselerinde görev yapan ve “Okul Yönetimi Semineri”ne katılan basit seçkisiz örnekleme yöntemi ve gönüllük esasına göre belirlenen 100 okul yöneticisi bulunmaktadır. Araştırma verileri, Mesleki Gelişim Etkinliği anketi kullanılarak toplanmıştır. Araştırma bulguları, okul yöneticilerinin resmi mesleki gelişim etkinliklerinden en fazla kurs ve çalıştay türü etkinliklere katıldıklarını ancak en etkili algılanan mesleki gelişim etkinliklerinin meslektaşlara rehberlik etme, gözlemleme ve yetiştirme olduğunu göstermektedir. Okul yöneticilerinin ihtiyaç duydukları mesleki gelişim alanları arasında en fazla oranda okul (iş) sağlığı ve güvenliği, etkili iletişim becerileri, eğitimde bilgi teknolojileri kullanma becerileri ve öğrenci disiplin ve davranış sorunları konuları yer almaktadır. Okul yöneticilerimesleki gelişim etkinliklerine daha fazla oranda katılmak istediklerini ve katıldıkları mesleki gelişim etkinlikleri için ek ödeme yapılmadığını belirtmektedirler.

The purpose of this study was to explore the current hot topics of English language teaching (ELT) between China and abroad using a corpus-based approach, with the research data taken from key words of 2775 abstracts within the 2021-2022 program books of International TESOL conferences and TESOL China assembly as four corpora, two of China and abroad in 2021 as well as two in 2022. It attempted to give significant proposals for future ELT research in China. A mixed methodology of (Quantitative +qualitative) was employed, one of which was AntConc software, for quantitative analysis on the data of high-frequency key words coded from each corpus. A qualitative analysis was subsequently conducted to analyze the potential reasons of major differences lie in Chinese and foreign hot topics of ELT. The study found major differences in terms of four aspects of hot topics of ELT between China and abroad: 1). Chinese academics mostly employed presentation as the primary teaching method, whereas foreign countries used a different variety of teaching methods, including online teaching tools, amount of teaching activities; 2). China stressed students’ summary writing and public speaking skills when it came to the aspect of student cultivation. On the other hand, foreign nations helped students improve their academic and reflective writing skills; 3). In China, test and peer assessment were the crucial methods of teaching evaluation, while formative assessment was used as the pivotal role in foreign countries; 4). China focused on the construction of teachers' professional identities and strategy training in teacher development. Yet, foreign countries concentrated on teachers' professional development. Pedagogical implications are that future ELT research in China needs to draw on overseas experience for drilling in four aspects: teaching methods, student cultivation, teaching evaluation and teacher development.

This research aimed to determine the students' attitudes and ideology in writing reflections on microteaching courses at a university in Yogyakarta majoring in English language education. The students’ reflection writing was analyzed using Martin & White (2005) appraisal theory. Two written reflections of students who took the microteaching course were used as research data. The methodology used in this research was descriptive qualitative to investigate and understand character subjectively by evaluating how individuals or groups express attitudes, views or evaluation of existing situations. Student A data consisted of 199 attitudes in reflective writing and were dominated by positive evaluation. Based on each attitude system, it was dominated by positive satisfaction, positive capacity, and positive valuation. This study found that student A brought an optimistic ideology and self-efficacy to written reflections. Student B consists of 27 data and is dominated by negative evaluation. Each attitude system is dominated by negative security, negative capacity, and positive reaction. Based on student B study of ideology, the written reflection is progressive. This research contributed to the future teacher’s professional development, especially in seeing them through their language use in their reflection.