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  1. Article ; Online: Supporting Parents & Kids Through Lockdown Experiences (SPARKLE)

    Katarzyna Kostyrka-Allchorne / Cathy Creswell / Sarah Byford / Crispin Day / Kimberley Goldsmith / Marta Koch / Walter Muruet Gutierrez / Melanie Palmer / Jasmine Raw / Olly Robertson / James Shearer / Adrienne Shum / Petr Slovak / Polly Waite / Edmund J. S. Sonuga-Barke

    Trials, Vol 22, Iss 1, Pp 1-

    A digital parenting support app implemented in an ongoing general population cohort study during the COVID-19 pandemic: A structured summary of a study protocol for a randomised controlled trial

    2021  Volume 3

    Abstract: Abstract Objectives The COVID-19 related lockdowns and distancing measures have presented families with unprecedented challenges. A UK-wide cohort study tracking changes in families’ mental health since early lockdown (Co-SPACE) found a significant rise ... ...

    Abstract Abstract Objectives The COVID-19 related lockdowns and distancing measures have presented families with unprecedented challenges. A UK-wide cohort study tracking changes in families’ mental health since early lockdown (Co-SPACE) found a significant rise in primary school-aged children’s behaviour problems and associated family-related stress. Three-quarters of parents in Co-SPACE also reported wanting extra support. In SPARKLE, we will examine whether providing Co-SPACE families with a smartphone application delivering information and parenting support, Parent Positive, can reverse the negative effects of the pandemic on children and parents. The efficacy on child and parent outcomes and cost-effectiveness of Parent Positive will be examined. We will also test whether the effects are moderated by pre-existing levels of child conduct problems and usage of Parent Positive. Exploratory analyses will examine whether other baseline characteristics or lockdown circumstances moderate the effects of Parent Positive. Trial design SPARKLE is a two-arm superiority parallel group randomised controlled trial embedded in an existing large UK-wide self-selected community cohort – Co-SPACE. Those who consent to SPARKLE will be randomised 1:1 to either Parent Positive or Follow-up As Usual (FAU). Participants Co-SPACE (a UK-wide longitudinal cohort study) parents aged ≥18 who have children aged 4-10 years will be eligible for SPARKLE. Intervention and comparator Parent Positive: is a digital public health intervention that can be delivered rapidly at scale to support parents in managing their children’s behaviour to reduce conduct problems and levels of family conflict, which were exacerbated during the first lockdown, and which may increase further in future months as families need to cope with continuous uncertainty and further disruption to their daily lives. Co-designed with parents and based on decades of parenting research, Parent Positive consists of three elements: (i) Parenting Boosters: where advice, delivered in the ...
    Keywords COVID-19 ; Randomised controlled trial ; Protocol ; Child behaviour problems ; Parenting ; Intervention ; Medicine (General) ; R5-920
    Subject code 200
    Language English
    Publishing date 2021-04-01T00:00:00Z
    Publisher BMC
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  2. Article ; Online: Teaching open and reproducible scholarship

    Madeleine Pownall / Flávio Azevedo / Laura M. König / Hannah R. Slack / Thomas Rhys Evans / Zoe Flack / Sandra Grinschgl / Mahmoud M. Elsherif / Katie A. Gilligan-Lee / Catia M. F. de Oliveira / Biljana Gjoneska / Tamara Kalandadze / Katherine Button / Sarah Ashcroft-Jones / Jenny Terry / Nihan Albayrak-Aydemir / Filip Děchtěrenko / Shilaan Alzahawi / Bradley J. Baker /
    Merle-Marie Pittelkow / Lydia Riedl / Kathleen Schmidt / Charlotte R. Pennington / John J. Shaw / Timo Lüke / Matthew C. Makel / Helena Hartmann / Mirela Zaneva / Daniel Walker / Steven Verheyen / Daniel Cox / Jennifer Mattschey / Tom Gallagher-Mitchell / Peter Branney / Yanna Weisberg / Kamil Izydorczak / Ali H. Al-Hoorie / Ann-Marie Creaven / Suzanne L. K. Stewart / Kai Krautter / Karen Matvienko-Sikar / Samuel J. Westwood / Patrícia Arriaga / Meng Liu / Myriam A. Baum / Tobias Wingen / Robert M. Ross / Aoife O'Mahony / Agata Bochynska / Michelle Jamieson / Myrthe Vel Tromp / Siu Kit Yeung / Martin R. Vasilev / Amélie Gourdon-Kanhukamwe / Leticia Micheli / Markus Konkol / David Moreau / James E. Bartlett / Kait Clark / Gwen Brekelmans / Theofilos Gkinopoulos / Samantha L. Tyler / Jan Philipp Röer / Zlatomira G. Ilchovska / Christopher R. Madan / Olly Robertson / Bethan J. Iley / Samuel Guay / Martina Sladekova / Shanu Sadhwani

    Royal Society Open Science, Vol 10, Iss

    a critical review of the evidence base for current pedagogical methods and their outcomes

    2023  Volume 5

    Abstract: In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been ... ...

    Abstract In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
    Keywords higher education ; open research ; open scholarship ; open science ; pedagogy ; teaching ; Science ; Q
    Subject code 020
    Language English
    Publishing date 2023-05-01T00:00:00Z
    Publisher The Royal Society
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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