-
Mathematic skills in low birth weight or preterm birth: A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Mónica Gutiérrez-Ortega, Verónica López-Fernández, Javier Tubío, Sandra Santiago-Ramajo
-
Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Gal Kaldes, Elizabeth L. Tighe, MaryAnn Romski, Therese Deocampo Pigott, Christina Doan
Morphemes are the smallest meaningful unit of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of
-
The impacts of open inquiry on students’ learning in science: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-02 Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Saripah Salbiah Syed Abdul Azziz
Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry
-
-
Interpersonal educational neuroscience: A scoping review of the literature Educ. Res. Rev. (IF 11.7) Pub Date : 2024-01-23 Yimeng Zhang, Yinying Hu, Fanshu Ma, Haichan Cui, Xiaojun Cheng, Yafeng Pan
Education neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area
-
A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities Educ. Res. Rev. (IF 11.7) Pub Date : 2024-01-19 Vasiliki Kokkali, Faye Antoniou
The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental
-
Effective master's thesis supervision – A summative framework for research and practice Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-27 Therese Grohnert, Lena Gromotka, Inken Gast, Laurie Delnoij, Simon Beausaert
Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative
-
Improving the utility of non-significant results for educational research: A review and recommendations Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-27 Peter A. Edelsbrunner, Christian M. Thurn
When used appropriately, non-significant p-values have the potential to further our understanding of what does not work in education, and why. When misinterpreted, they can trigger misguided conclusions, for example about the absence of an effect of an educational intervention, or about a difference in the efficacy of different interventions. We examined the frequency of non-significant p-values in
-
Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-30 Huanyou Chai, Tianhui Hu, Li Wu
Given the widespread concern on collaborative problem solving (CPS) skills, there has been an increasing interest in the last few years to explore how to assess them with digital technologies. This study systematically reviewed how CPS skills have been assessed with digital technologies in the literature. A total of 40 articles were reviewed to analyze specific computer-based assessment instruments
-
A systematic review of the key components of online peer feedback practices in higher education Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-25 Xingshi Gao, Omid Noroozi, Judith Gulikers, Harm J.A. Biemans, Seyyed Kazem Banihashem
There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical
-
Eye-tracking research on teacher professional vision: A meta-analytic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-23 Özün Keskin, Tina Seidel, Kathleen Stürmer, Andreas Gegenfurtner
An increasing number of research groups worldwide use eye tracking to study the professional vision and visual expertise of pre-service and in-service teachers. These studies offer evidence about how teachers process complex visual information in classrooms. Focusing on this growing evidence, the present meta-analytic review (k = 98 studies) aims to systematically aggregate and integrate past eye-tracking
-
Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-23 Ghaida S. Alrawashdeh, Shea Fyffe, Renato F.L. Azevedo, Nathan M. Castillo
Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on
-
Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction” Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-13 John Sweller, Lin Zhang, Greg Ashman, William Cobern, Paul A. Kirschner
De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry
-
Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-12 Juuso Henrik Nieminen, Anabel Moriña, Gilda Biagiotti
Assessment plays a crucial role in student learning in higher education. Until rather recently, the role of assessment in relation to inclusion has been unexplored. In this study, we conduct a research synthesis of 42 studies published between 2010 and 2022, including 868 student participants, to map the assessment experiences of students with disabilities in higher education. Specifically, we conduct
-
Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-09 Carola Ruiz, Saskia Kohnen, Alexa von Hagen, Fu Yu Kwok, Rebecca Bull
This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four
-
-
Knowledge sharing among academics in higher education: A systematic literature review and future agenda Educ. Res. Rev. (IF 11.7) Pub Date : 2023-12-02 Zhenyu Fan, Loo-See Beh
The current literature on knowledge sharing among academics in higher education institutions is still fragmented and loosely focused. A systematic literature review was conducted to understand how much has been studied on this topic, to map out what are the major factors that influence knowledge sharing, and to make a chart for future research. A total of 50 articles from 2001 to 2021 have been selected
-
Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-21 Stephan Merke, Lesya Ganushchak, Roel van Steensel
One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly
-
Establishing a dynamic understanding of factors that influence university students’ leadership approaches, perceptions, and skills through a systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-21 Katherine K.W. Lee, Cecilia K.Y. Chan
Leadership skills are an important area of students’ development and a key learning outcome of their university education. This systematic review aims to identify, summarise, and map out the various factors that influence university students’ leadership approaches, perceptions, and beliefs, in order to establish a more comprehensive understanding of how development in these areas can be better targeted
-
The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-20 Yazhi Liu, Margriet Anna Groen, Kate Cain
This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association
-
Conceptualizing mentoring in higher education: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-18 Wendy Nuis, Mien Segers, Simon Beausaert
Mentoring has nowadays become a prevalent educational practice in higher education, as it allows for personalized learning trajectories and competence-based education. However, the effectiveness of mentoring programs is difficult to measure due to a lack of conceptual clarity about the mentoring concept and the broad variety of measurements used. Therefore, a systematic literature review was conducted
-
What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-16 Aleksandar Baucal, Smiljana Jošić, Ivana Stepanović Ilić, Marina Videnović, Jovan Ivanović, Ksenija Krstić
Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding
-
Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-11 Carlton J. Fong, Erika A. Patall, Kate E. Snyder, Meagan A. Hoff, Sara J. Jones, Robin E. Zuniga-Ortega
Academic underachievement, the discrepancy between students' academic potential and performance, remains both an educational problem and a mystery after nearly a century of research. Of enduring interest has been identifying factors behind underachievement, one of which relates to students’ motivation and self-regulated learning. To explore the state of known research, we conducted a systematic and
-
A meta-analysis on the effectiveness of functional literacy interventions for adults Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-11 Juliane Kindl, Wolfgang Lenhard
A significant portion of the working-age population has only rudimentary literacy skills. Many people who are functionally illiterate have problems to perform basic daily tasks and to participate in society. Given the paucity of research, the aim of this study was to evaluate the effects of adult literacy interventions using a three-level meta-regression analysis, controlling for potential moderators
-
Prerequisites for teachers’ technology use in formative assessment practices: A systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-10 Kristin Børte, Sølvi Lillejord, Jessica Chan, Barbara Wasson, Samuel Greiff
While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand
-
The instructor presence effect and its moderators in instructional video: A series of meta-analyses Educ. Res. Rev. (IF 11.7) Pub Date : 2023-11-07 Maik Beege, Noah L. Schroeder, Steffi Heidig, Günter Daniel Rey, Sascha Schneider
Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast
-
Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies Educ. Res. Rev. (IF 11.7) Pub Date : 2023-09-12 Vesta Aleknavičiūtė, Erno Lehtinen, Ilona Södervik
As students learn biology at different levels of education, their tenacious and inaccurate prior conceptions pose a challenge to conceptual change. Educators and researchers have developed a variety of interventions to address these misinterpretations and promote the achievement of current scientific understanding. Despite an ever-growing body of literature, no study has been conducted to date that
-
-
How do physical or sensory early childhood education and care environment factors affect children's social and emotional development? A systematic scoping review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-09-06 Andrea Tamblyn, Yihan Sun, Tamara May, Maria Evangelou, Nicci Godsman, Claire Blewitt, Helen Skouteris
The aim of this systematic scoping review was to provide an overview of the physical and sensory environment factors that are related to three to six-year-old children's social and emotional development in Early Childhood Education and Care (ECEC) settings across different pedagogical contexts. A systematic literature search was conducted in PsycINFO, Medline and ERIC. 8378 studies were screened from
-
Students’ feedback seeking behaviour in undegraduate education: A scoping review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-08-18 Martijn J.M. Leenknecht, David Carless
Feedback seeking in the organisational field has attracted sustained attention but seems relatively under-exploited in higher education. This scoping review aims to synthesize empirical research on feedback seeking in undergraduate education to develop a comprehensive understanding of students’ feedback seeking strategies and motivations, and related antecedents and outcomes. The method involved consultations
-
A systematic review of mindset interventions in mathematics classrooms: What works and what does not? Educ. Res. Rev. (IF 11.7) Pub Date : 2023-08-14 Phuong Bui, Nonmanut Pongsakdi, Jake McMullen, Erno Lehtinen, Minna M. Hannula-Sormunen
A growing body of research has suggested that mindset is one powerful predictor of students' academic achievement and that students are likely to hold self-beliefs about the malleability or stability of their academic abilities. In the domain of mathematics education, a belief in ‘math brain’ – as something you do or do not possess – is widely prevalent. Studies have shown that teachers and students
-
Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-28 Ruth Beatson, Jon Quach, Louise Canterford, Paige Farrow, Charlotte Bagnall, Paul Hockey, Elissa Phillips, George C. Patton, Craig A. Olsson, Jemimah Ride, Lisa McKay Brown, Alasdair Roy, Lisa K Mundy
The transition from primary to secondary school is characterised by multiple substantial changes in children's physical, organisational, social, and pedagogical environments. Adjusting to these changes can be difficult, and problems doing so can have serious and wide-ranging long-term consequences. Currently it is not clear for educators, policy makers and researchers which programs and practices to
-
What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-21 Sog Yee Mok, Daniela Rupp, Doris Holzberger
During the early stages of the teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These individual support activities (modeling, feedback on lesson plans or lessons, and reflection) are provided as part of an intervention by a mentor, cooperating teacher, instructor, or supervisor. We conducted
-
Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-20 Errol Ertugruloglu, Tessa Mearns, Wilfried Admiraal
In bilingual education ‘scaffolding’ is used to describe support that allows learners to engage with content in a language they only partially know. Much remains unclear about the ways scaffolding is conceptualized in bilingual education research. This critical thematic review uses Van de Pol et al.’s (2010) distinction between scaffolding goals and means, as well as their characteristics of scaffolding
-
Social networks in the transition from higher education to work: A systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-17 Ayla De Schepper, Noel Clycq, Eva Kyndt
Higher education institutions are increasingly taking responsibility for preparing students for the transition to work. Prior research on the nexus of higher education and careers has focused heavily on individuals' trajectories in the school-to-work transition. However, in reality, graduates are embedded in social networks when navigating the labour market. Due to theoretical ambiguity in current
-
Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-07 Nathaniel J. Hunsu, Adurangba V. Oje, Emily E. Tanner-Smith, Olusola Adesope
Academic resilience describes the capability to bounce back from adverse circumstances and maintain positive psychological and academic well-being in school. Several prior studies have identified different risk factors that may cause academic setbacks, as well as protective factors that may mitigate the effects of such risk factors and promote academic resilience. Although academic resilience studies
-
Research engagement in the Progress in International Reading Literacy Study: A systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-07-03 Jamie Stiff, Jenny Lenkeit, Therese N. Hopfenbeck, Heather L. Kayton, Joshua A. McGrane
The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and
-
A systematic literature review of teacher scaffolding in game-based learning in primary education Educ. Res. Rev. (IF 11.7) Pub Date : 2023-06-13 Liping Sun, Marjaana Kangas, Heli Ruokamo, Signe Siklander
In recent years, research interest in games in education has experienced continuous growth. However, although prior reviews in this context have generally focused on providing an overview of research trends and the impact of game-based learning on education, they have failed to provide noncrucial information on teacher scaffolding strategies used in the different stages of game-based learning and its
-
-
The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-05-16 Achraf Ammar, Khaled Trabelsi, Mohamed Ali Boujelbane, Omar Boukhris, Jordan M. Glenn, Hamdi Chtourou, Wolfgang I. Schöllhorn
The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis
-
Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-05-11 Héctor R. Ponce, Richard E. Mayer, Ester E. Méndez
Learning from printed text is a central academic task that may be challenging for students. Two ways to improve learning from text are to encourage learners to engage in generative learning strategies while reading, such as constructing an outline, or for instructors to include effective instructional design features, such as providing an outline with the text. A meta-analysis of studies comparing
-
Let's talk evidence – The case for combining inquiry-based and direct instruction Educ. Res. Rev. (IF 11.7) Pub Date : 2023-05-09 Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers
-
A systematic review of the association between social and emotional competencies and student engagement in youth Educ. Res. Rev. (IF 11.7) Pub Date : 2023-04-18 Anabela Caetano Santos, Celeste Simões, Márcia H.S. Melo, Margarida F. Santos, Iara Freitas, Cátia Branquinho, Carmel Cefai, Patrícia Arriaga
Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were
-
Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities Educ. Res. Rev. (IF 11.7) Pub Date : 2023-04-01 Laura Ruiz-Eugenio, Marta Soler-Gallart, Sandra Racionero-Plaza, Maria Padrós
More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children
-
On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-31 Anselm R. Strohmaier, Timo Ehmke, Hendrik Härtig, Dominik Leiss
Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several
-
Two decades of research on children's creativity development during primary education in relation to task characteristics Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-27 Olga T.A. Potters, Tessa J.P. van Schijndel, Suzanne Jak, Joke Voogt
This systematic literature review aimed to gain more insight into research on the development of children's creativity in primary education in relation to different task characteristics. The review introduces a taxonomy to map creativity tasks. The taxonomy is based on a broad conceptualization of creativity, and differentiates between open- and close-ended, and integrating and fragmenting creativity
-
A systematic review of bilingual education teachers’ competences Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-27 Luisa Scherzinger, Taiga Brahm
Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however
-
Effectiveness of relationships and sex education: A systematic review of terminology, content, pedagogy, and outcomes Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-22 Lisa van Leent, Kerryann Walsh, Claire Moran, Kirstine Hand, Sally French
This paper presents a systematic review on published research on universal school-based relationships and sex education for children aged 4–18 years. The review excludes papers focused solely on targeted cohorts, specific content areas and approaches such as abstinence-only education. Systematic searches were conducted with 5007 papers identified and following three rounds of screening, 134 papers
-
The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-21 Giorgio Di Pietro
This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary
-
Meta-analysis on the relation between acculturation and academic performance: Testing the immigrant paradox Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-17 Selcuk R. Sirin, Esther J. Sin
This meta-analysis is designed to test the immigrant paradox hypothesis, which argues that first-generation immigrant students tend to outperform their more acculturated peers. We aim to unpack the complex relation between acculturation and academic performance among immigrant-origin students with attention to methodological and demographic moderators. The review includes 79 independent samples generated
-
A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-10 Demetra Hadjichambi, Andreas Ch. Hadjichambis, Anastasia Adamou, Yiannis Georgiou
Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not
-
Creative methods developed to facilitate the voices of children and young people with complex needs about their education: A systematic review and conceptual analysis of voice Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-08 Stephanie Lewis-Dagnell, Sarah Parsons, Hanna Kovshoff
A range of methods has been applied in research to enable children and young people with special educational needs and/or disabilities to share their views about educational experiences. However, methods tend to be targeted at older children and those who can communicate verbally and so there remains an important gap in knowledge about the methods used to support children with complex needs to share
-
Uncovering important 21st-century skills for sustainable career development of social sciences graduates: A systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-03-07 Ayşegül Karaca-Atik, Marieke Meeuwisse, Marjan Gorgievski, Guus Smeets
Background Teaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered
-
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-02-11 Zhihong Xu, Yingying Zhao, Jeffrey Liew, Xuan Zhou, Ashlynn Kogut
The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and
-
School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies Educ. Res. Rev. (IF 11.7) Pub Date : 2023-02-10 Jip Y. Teegelbeckers, Hessel Nieuwelink, Ron J. Oostdam
Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions
-
The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-02-09 Zhihui Cai, Yang Gui, Peipei Mao, Zhikeng Wang, Xin Hao, Xitao Fan, Robert H. Tai
This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different
-
Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework Educ. Res. Rev. (IF 11.7) Pub Date : 2023-02-08 Yue Zeng, Weipeng Yang, Alfredo Bautista
Computational thinking (CT) is gaining increasing attention from researchers and practitioners all over the world to empower children in the digital era. However, there is no consensus on which components of CT to teach beginning coders in early childhood education (ECE). To address this issue, we conducted a systematic review of 42 empirical studies focused on teaching and assessing CT in ECE. We
-
“Or is that just your opinion?“: Incorporating faculty of color into the foundational literature on learner-centered classrooms—A review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-02-04 Derisa Grant
Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education
-
The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review Educ. Res. Rev. (IF 11.7) Pub Date : 2023-01-28 Edna Milena Sarmiento-Márquez, Gerti Pishtari, Luis P. Prieto, Katrin Poom-Valickis
This paper presents a systematic literature review of School-University Partnerships (SUPs) that aim to promote changes in teaching and learning practices. Our analysis focuses on the evaluation of such SUPs, throughout their development process (from Exploration to Implementation and Sustainability). Our results highlight the nonlinearity of such development processes. The evaluation of the SUPs mainly
-
Students coping with change in higher education: An overview Educ. Res. Rev. (IF 11.7) Pub Date : 2023-01-14 Mary Jesselyn Co, Samira Hamadeh Kerbage, Georgina Willetts, Loretta Garvey, Ananya Bhattacharya, Glen Croy, Bruce Mitchell
Higher education institutions implement purposeful change to improve their performance or impose changes in response to their external environments. To deal with these changes, students are expected to develop their coping capacity – the emotional and cognitive ability to manage the demands of adverse situations. Student coping is composed of four interdependent core elements – self-efficacy, engagement