Research on factors influencing information credibility judgment is increasing, whereas their findings are mixed. This study conducted a meta-analysis of 85 emp...

How individual researchers and communities of scholars situate themselves with respect to each other has a range of consequences, relating to issues from identity and norms of practices, to how one is benchmarked or positioned to apply for jobs or funding. Education, perhaps more than other disciplines, has a longstanding attention to tensions in this situating. This paper provides a reflection from an individual researcher, relating their experience to the literature, and collated and original analysis of data relating to education research in Australia, to provide an instrumental case study. It does this through framing of disciplines in relation to areas of knowledge, organisational units, and communities of researchers. The paper provides an overview of the discipline, including some key organisational features and updating of data commonly used in benchmarking exercises (while recognising the significant limitations of such data). The paper is intended to support researchers in their own reflection, and perhaps provoke (senior) researchers in considering challenges we face.

In this article, Professor Neil Pollock, Chair in Innovation and Social Informatics at the University of Edinburgh Business School, and Professor Robin Williams, Director of the Institute for the Stud...

It can take years to collect evidence that shows effective uses of new technologies in schools. Unfortunately, early guesses sometimes go seriously wrong.

Teachers often work across disciplinary boundaries—sometimes without noticing it, sometimes in a conscious, deliberate way. Learning to work with different forms of knowledge and ways of knowing, and....

“When I go into pick up my takeaway pizza, it’s nice to know I have the choice to add a little extra … context about what country we’re in"

Some companies are working to remedy the issue.

While considerable research has explored effective mentoring, limited empirical evidence supports its theoretical underpinnings. Building on our work …

When should you use generative AI to learn? Some say you should use generative AI all the time; others say never. Your answer should depend on your goals.

Barzilai and Chinn (2018) have advocated for framing education more overtly around epistemic matters to help students learn how to create worthwhile epistemic aims, which they achieve by using appr...