The current study presents a systematic review of teachers’ data literacy, arising from a synthesis of 83 empirical studies published between 1990 to 2021. Our review identified 95 distinct indicators across five dimensions: (a) knowledge about data, (b) skills in using data, (c) dispositions towards data use, (d) data application for various purposes, and (e) data-related behaviors. Our findings indicate that teachers' data literacy goes beyond addressing the needs of supporting student learning and includes elements such as teacher reflection, collaboration, communication, and participation in professional development. Considering these findings, future policies should acknowledge the significance of teacher dispositions and behaviors in relation to data, recognizing that they are as important as knowledge and skills acquisition. Additionally, prioritizing the provision of system-level support to foster teacher collaboration within in-school professional development programs may prove useful in enhancing teachers’ data literacy.

Research Data Management (RDM) is an inherently complex area that presents a challenge for institutions to effectively upskill people in RDM and get them to enact RDM best practices. This systematic review aims to provide a reference point for institutions and academic developers to design and deliver effective training for their students and staff to navigate the RDM landscape. After narrowing down from a pool of 1256 articles across 7 databases to 28 articles for analysis, this systematic review provides an overview of available RDM training and identifies three main themes in relation to key features of this RDM training.

Various abductive research approaches have been foregrounded in the literature in recent years. This paper joins the literature on engaging with abductive research approaches, and proposes the term of ‘informed guessing’ as a way to think about enacting educational research abductively to allow new concepts, ideas and insights to come into being. Informed guessing is triggered by a surprising encounter, and the researcher attempts to understand that encounter (a little) differently by making relations and connections among disparate entities (e.g. concepts and objects). In informed guessing, theories and concepts play an important role by allowing one to refer to ‘invisible’ structures as well as for the enactment of defamiliarization, which allows for alternative understandings. Informed guessing is illustrated through an instance of my research enactment on the U.S. school choice lottery system. I conclude by raising concern about the relation between abduction and deduction in informed guessing.

This article problematizes the lottery as a taken-for-granted concept, which is normatively understood as a neutral process rewarding its participant based on luck. The article adopts a policy problematization frame that interrogates the limits of normative concepts. To problematize the lottery system, this article engages with the two movies on school choice, The Lottery and Waiting for “Superman”, as “instances” through the conceptual lens of a quasi-market. The main argument is that the lottery is a particular discursive practice co-constituting the competitive frame of education quasi-markets. In identifying how the spirit of competitiveness underlies a competition, and by extension the lottery system, the article posits that in a competitive setting, competitors are primarily concerned with maximizing inequality among each other.

Abduction and abductively-driven research approaches have been foregrounded by researchers as a way to introduce new concepts, ideas and insights. This paper argues that while abduction allows for the introduction of new concepts, ideas and insights, abduction as articulated by many scholars is welded to representational thought, which stifles the emergence of the new. The key representational assumption in abduction is that abduction tends to be linked to a mental process that resides within an independent humanist subject. This paper posits that this limit of abduction can be disrupted by embracing a non-representational understanding of practices. This non-representational notion of practices will then serve as a transition to a Deleauzean and Guattarian (re)articulation of thought as becoming. In brief, when thought is (re)articulated as a becoming, it disrupts the key representational assumption and points towards enhancing the potential of abductively-driven research in asking new questions and research enactments, which in turn co-constitutes new realities for certain groups.

In this study, a systematic review was undertaken of the international research literature on the conceptualization, modeling, identification, development, and support of high ability and achievement in sports. For this purpose, four search criteria (i.e., relevance to high ability/achievement, an empirical study, a journal article published in a reputable outlet, and an English language publication) were applied to two databases—SPORTDiscus with Full Text (EBSCO) and Web of Science Core Collection. The 44 studies that met the search criteria were thematically analyzed. Thereafter, a comparison was made of key similarities and differences between the fields of sports science and gifted education in their approach to high ability/achievement, before a set of recommendations for future research and practice in gifted education were proposed (e.g., the adoption of holistic, dynamic and long-term focused models, broader and deeper approaches to identification, the establishment of optimal talent development environments, and technology-enhanced identification and support).