-
The Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review Educ. Res. Rev. (IF 6.962) Pub Date : 2021-03-29 Ema Kristina Demir
This systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004-2019. The review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, and the Weight of Evidence framework for quality and relevance appraisal. After applying eligibility criteria, 66 empirical items were included
-
A critical review of the role of texts in fostering Intercultural Communicative competence in the English Language classroom Educ. Res. Rev. (IF 6.962) Pub Date : 2021-03-06 Sissil Lea Heggernes
This review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on
-
The use of social robots in classrooms: A review of field-based studies Educ. Res. Rev. (IF 6.962) Pub Date : 2021-03-12 Hansol Woo, Gerald K. LeTendre, Trang Pham-Shouse, Yuhan Xiong
Social robots are being adopted in PreK-12 schools around the world and have the potential to initiate far-reaching changes in education. Analysis from high-quality field studies is essential for educational researchers, administrators, and practitioners to make informed decisions about using these robots. We identified 23 studies between 2000 and 2020 that examined social robots in classroom settings
-
What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2021-03-08 Joni Lämsä, Raija Hämäläinen, Pekka Koskinen, Jouni Viiri, Emilia Lampi
To better understand the premises for successful computer-supported collaborative learning (CSCL), several studies over the last 10 years have analysed the temporal aspects of CSCL. We broadly define the temporal aspects of CSCL as focusing on the characteristics of or interrelations between events over time. The analysis of these aspects, however, has been loosely defined, creating challenges regarding
-
Longing for recognition: A literature review of second-career teachers’ induction experiences in secondary education Educ. Res. Rev. (IF 6.962) Pub Date : 2021-03-06 Sterre K. Ruitenburg, Anke E. Tigchelaar
In many countries, teacher shortages in secondary education are a serious problem. Therefore, alternative certification programmes (ACPs) have been developed to attract second-career teachers. Research on ACPs for secondary education showed that second-career teachers differ from first-career teachers in several respects. At the same time, the strand of research on induction seems to overlook these
-
Conceptualization and measurement of digital citizenship across disciplines Educ. Res. Rev. (IF 6.962) Pub Date : 2021-02-06 Laure Lu Chen, Sheena Mirpuri, Nirmala Rao, Nancy Law
A corollary to the exponential growth of digital technology is the increase in research interest in the construct of digital citizenship (DC) in diverse disciplinary areas. Although the term DC is used widely in research, scholars do not commit to a common definition. This integrative review investigates the conceptualizations and measurements of DC, across disciplines, in the extant literature. A
-
Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-12-23 Licui Chen, Sihan Xiao
Science education in recent years has increasingly emphasized the connections between knowledge and matters of social importance. Socioscientific issues (SSIs)—complex, often controversial issues linked to the development of science and technology—are widely recognized as a valuable arena for the school curriculum to foster students’ scientific literacy. This paper reviews the research literature on
-
Is retell a valid measure of reading comprehension? Educ. Res. Rev. (IF 6.962) Pub Date : 2020-12-15 Yucheng Cao, Young-Suk Grace Kim
Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = 0.46. Moderation analyses revealed that the relation
-
Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-12-15 Cecilia.K.Y. Chan, Katherine.K.W. Lee
It is well established that the use of reflections influences and supports learning in important ways. However, student-learning, teacher-pedagogical, institutional, and sociocultural factors can hinder initiatives to promote student reflection in universities. This literature review aims to provide an overview of the challenges of encouraging reflection in higher education through a multilevel perspective
-
A review on the accuracy of teacher judgments Educ. Res. Rev. (IF 6.962) Pub Date : 2020-11-26 Detlef Urhahne, Lisette Wijnia
In everyday school life, teachers need a wide range of judgment competencies to accurately assess student characteristics, learning and task requirements. The purpose of this literature review is to synthesize the methodological, empirical, theoretical, and practical knowledge from 40 years of research on the accuracy of teacher judgments. We define the accuracy of teacher judgments and differentiate
-
What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education Educ. Res. Rev. (IF 6.962) Pub Date : 2020-10-27 Esther E. van Dijk, Jan van Tartwijk, Marieke F. van der Schaaf, Manon Kluijtmans
What makes an expert university teacher? Answers to this question can be found in a multitude of publications, but so far there has been little insight into what these answers have in common. More common ground regarding what teacher expertise entails is necessary for research and support of the professional development of university teachers. To this end, this study aims to find consensus regarding
-
A systematic research review of teachers’ professional development as a policy instrument Educ. Res. Rev. (IF 6.962) Pub Date : 2020-10-23 Nils Kirsten
This study presents a review of research on teachers’ professional development (PD) as a policy instrument. The analysis and synthesis of 78 studies showed three main theoretical perspectives in previous research: theory on governance, accountability/professionalism, and organization/leadership. The studies supported conclusions drawn in earlier reviews that PD has a greater effect on teachers’ learning
-
Escape education: A systematic review on escape rooms in education Educ. Res. Rev. (IF 6.962) Pub Date : 2020-10-22 Alice Veldkamp, Liesbeth van de Grint, Marie-Christine P.J. Knippels, Wouter R. van Joolingen
The global increase in recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important
-
Can early childhood education programs support positive outcomes for indigenous children? A systematic review of the international literature Educ. Res. Rev. (IF 6.962) Pub Date : 2020-10-16 Catriona Elek, Lina Gubhaju, Catherine Lloyd-Johnsen, Sandra Eades, Sharon Goldfeld
A robust body of literature demonstrates the positive impact of quality early childhood education on learning and development, particularly for disadvantaged children. This should extend to indigenous children, who often face barriers to positive learning and developmental outcomes. However, research on the impact of early education specifically for indigenous children is sparse. This systematic review
-
Using Q methodology: Sorting out subjectivity in educational research Educ. Res. Rev. (IF 6.962) Pub Date : 2020-09-28 Adrian Lundberg, Renske de Leeuw, Renata Aliani
Understanding subjective perspectives and lived experiences of different stakeholders can improve pupils’ learning environment in compulsory school settings. Q methodology is an inherently mixed method approach and regarded as the basis for the science of subjectivity. The present paper reviewed recent Q methodological publications in compulsory education research. Seventy-four studies reporting from
-
Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-09-23 Muhammad Fauzan Ansyari, Wim Groot, Kristof De Witte
This paper investigates the evidence on the effects of data use professional development interventions (PDIs) on teacher and student outcomes through a systematic literature review. More specifically, it focuses on the key features of data use PDIs, the practices of data use, and its effects on teacher and student outcomes. To that end, we propose a framework for evaluating data use PDIs that moves
-
Data management and use through research practice partnerships: A literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-09-18 Ye He, Beverly S. Faircloth, Kimberly Kappler Hewitt, Marcia L. Rock, Sophia Rodriguez, Laura M. Gonzalez, Amy Vetter
Through research-practice partnerships (RPPs) researchers and practitioners engage in long-term problem-solving collaborations aimed, in part, at increasing the capacity of personnel in local schools and districts to manage and use educational data for improvement. There has been an increasing number of studies exploring the process and outcomes of RPPs in the United States since 2013. Based on the
-
The association between teacher leadership and student achievement: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-09-01 Jianping Shen, Huang Wu, Patricia Reeves, Yunzheng Zheng, Lisa Ryan, Dustin Anderson
Teacher leadership is commonly discussed in educational research and practice. Yet, the relationship between teacher leadership and student achievement has not been soundly established by empirical evidence. The purpose of this meta-analysis was to examine the extent to which teacher leadership was related to students’ academic achievement. The results revealed that teacher leadership was positively
-
How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors Educ. Res. Rev. (IF 6.962) Pub Date : 2020-08-28 Anja Prinz, Stefanie Golke, Jörg Wittwer
Over the last three and a half decades, much research has been conducted on how accurately learners can discriminate their comprehension of texts, that is, relative metacomprehension accuracy. The evidence suggests that this skill is usually not well-developed among learners. To assess the average level of relative metacomprehension accuracy and to explore which factors might influence this level,
-
Race and ethnicity in educational intervention research: A systematic review and recommendations for sampling, reporting, and analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-08-28 Larissa M. Gaias, Mylien T. Duong, Michael D. Pullmann, Stephanie K. Brewer, Michelle Smilansky, Mallory Halbert, Cathea M. Carey, Janine Jones
Racial/ethnic educational disparities remain a pervasive and intractable issue facing the US education system. To eliminate these disparities, educational research must consistently attend to race/ethnicity, particularly when examining the effects of educational practices, programs, and policies. The goal of the current review was to examine the prevalence with which educational intervention research
-
The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature Educ. Res. Rev. (IF 6.962) Pub Date : 2020-08-25 Tuan D. Nguyen, Lam D. Pham, Michael Crouch, Matthew G. Springer
Rigorous research examining the correlates of teacher turnover has grown in recent years. However, the most recent meta-analytic synthesis of this literature was published over a decade ago. To update our collective understanding and highlight advances in this literature, this meta-analysis reviews findings from 120 studies of factors associated with teacher turnover. In addition to providing a novel
-
Psychological detachment and work-related rumination in teachers: A systematic review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-07-20 Yasemin Z. Türktorun, Gerald M. Weiher, Holger Horz
This paper aims to provide an overview of research on predictors and outcomes of unwinding from work-related thoughts in nonwork time, known as psychological detachment, and of constantly thinking about work, known as work-related rumination, in teachers. The systematic literature search found 12 studies. The findings indicate that job-related variables such as high workload are associated with lower
-
Early childhood environmental education: A systematic review of the research literature Educ. Res. Rev. (IF 6.962) Pub Date : 2020-07-10 Nicole M. Ardoin, Alison W. Bowers
Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes
-
Teacher leadership: A systematic review, methodological quality assessment and conceptual framework Educ. Res. Rev. (IF 6.962) Pub Date : 2020-06-30 Carina Schott, Henrico van Roekel, Lars G. Tummers
This article systematically reviews 93 theoretical and empirical articles and books on the topic of teacher leadership. The included studies are analyzed on the basis of the following themes: (1) definitions of teacher leadership, (2) antecedents of teacher leadership, (3) outcomes of teacher leadership, and (4) methodological quality of studies on teacher leadership. Based on our analysis we develop
-
Understanding the implementation of personalized learning: A research synthesis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-06-29 Ling Zhang, James D. Basham, Sohyun Yang
Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes
-
Developments and trends in research on methods of detecting differential item functioning Educ. Res. Rev. (IF 6.962) Pub Date : 2020-06-15 Ángela I. Berrío, Juana Gómez-Benito, Erika Margarita Arias-Patiño
Differential item functioning (DIF) has been considered as an aspect of special relevance in assessment, mainly in educational assessment. After almost three decades of research by means of simulation studies on the detection of DIF, around a hundred methods and statistics have been proposed. This is the first systematic review of published studies that have analyzed DIF detection methods using simulated
-
Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research Educ. Res. Rev. (IF 6.962) Pub Date : 2020-06-06 Rita Luís, Chrysi Rapanta
This integrative literature review aims to find out how historical reasoning (HR) competence has been operationalized in history education empirical research. We focus on empirical studies that make use of the concept in the classroom context, aiming to provide a better understanding of what skills and activities have been used to promote HR among students of different ages. Our results show that within
-
How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-05-27 Juan Garzón, Kinshuk, Silvia Baldiris, Jaime Gutiérrez, Juan Pavón
Augmented Reality (AR) is gaining popularity in educational processes due to its recognized efficacy for teaching and learning. Many studies have identified the trends, advantages, opportunities, challenges, and impact of this technology on education. However, most of the previous studies failed to analyze the pedagogical approaches, somehow ignoring that the success of an intervention depends not
-
The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-05-26 Gerli Silm, Margus Pedaste, Karin Täht
Test-taking motivation (TTM) has been found to have a profound effect on low-stakes test results. From the components of TTM test-taking effort has been shown to be the strongest predictor of test performance. This article presents an overview of methods and instruments used to measure TTM and effect sizes between test-taking effort and performance found with these instruments. Altogether 104 articles
-
Video-game based instruction for vocabulary acquisition with English language learners: A Bayesian meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-04-14 Christopher G. Thompson, Sam von Gillern
This meta-analysis reviewed the literature on the efficacy of game-based learning in English as a second language vocabulary acquisition. A systematic search of the literature produced 19 studies that met inclusion criteria. Using Bayesian methods and 20 standardized-mean-difference effect sizes we assessed 1) overall mean effects and between-studies variability, 2) subgroup analyses (grade level,
-
Competence retention in safety-critical professions: A systematic literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-04-10 Jeanine I.D. Vlasblom, Helena J.M. Pennings, Jelke van der Pal, Esther A.P.B. Oprins
Optimal competence is vital in safety-critical professions. To optimize (refresher) training, insight into the process of competence decay and influencing factors on competence decay is crucial. Although retention of knowledge and simple skills has been studied for many years, literature on retention of complex skills remains limited. This literature review focuses on the factors influencing retention
-
Reviewing the research on instructional development programs for academics. Trying to tell a different story: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-04-10 Marian D. Ilie, Laurențiu P. Maricuțoiu, Daniel E. Iancu, Izabella G. Smarandache, Velibor Mladenovici, Dalia C.M. Stoia, Silvia A. Toth
This paper presents a meta-analysis that investigates the effectiveness of instructional development programs (IDPs) dedicated to academics. IDPs are instructional activities specifically planned to improve quality of teaching in higher education by enhancing academics' instructional approach to support student learning. We analyzed 1555 unique results from online searches and from the references lists
-
A critical review of the arguments against the use of rubrics Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-23 Ernesto Panadero, Anders Jonsson
Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims
-
Preschool pathways to reading comprehension: A systematic meta-analytic review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-14 Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Charles Hulme, Monica Melby-Lervåg
The ability to construct meaning from texts is the core of reading. We report a meta-analysis and a systematic review of 64 longitudinal studies tracing the development of reading comprehension from preschool. Previous research showed that linguistic comprehension and code-related abilities in preschool correlate moderately with reading comprehension, but the results across studies are inconsistent
-
Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-10 Yeeun Kim, Sog Yee Mok, Tina Seidel
This meta-analysis of 14 studies investigated the overall effects of parental influence indicators (i.e., parental psychological engagement, behavioral involvement, and socioeconomic status (SES)/educational level) on the achievement-related motivation of 5453 immigrant students. The meta-analysis further examined immigrant students' motivation as a mediator of the relationship between parental influences
-
Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-04 Ludo Verhoeven, Marinus Voeten, Ellie van Setten, Eliane Segers
A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different
-
The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-04 Peter Strelan, Amanda Osborn, Edward Palmer
The Flipped Classroom design has arguably revolutionized teaching across the globe. In this article we report the first comprehensive meta-analysis of its effects on student performance, relative to traditional teaching models, across disciplines and education level. We included 198 studies comprising 33,678 students in our meta-analysis. There were 174 studies conducted at the tertiary level, 21 at
-
The impact of gamification on learning and instruction: A systematic review of empirical evidence Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-04 Zamzami Zainuddin, Samuel Kai Wah Chu, Muhammad Shujahat, Corinne Jacqueline Perera
The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. This study is an attempt to present a summary of the empirical findings of state-of-the-art literature in the emerging field of gamification within the educational domain of learning and instruction. It reveals the latest scientific
-
Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts Educ. Res. Rev. (IF 6.962) Pub Date : 2020-03-02 Shurui Bai, Khe Foon Hew, Biyun Huang
Despite the buzz around gamification as an exciting new method to engage students, evidence of its ability to enhance learning is mixed. In fact, gamification has attracted considerable controversy (“gamification is bullshit”) and some derogatory labels such as “exploitationware.” Therefore, in order to make the case for or against gamification in education, it is important to examine the effects (if
-
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness Educ. Res. Rev. (IF 6.962) Pub Date : 2020-01-28 Lisa Bardach, Robert M. Klassen
This study provides a systematic review of the literature on teachers' cognitive abilities (intelligence test scores and proxies of cognitive abilities such as college entrance exam scores and basic skills test scores) and teacher effectiveness. Twenty-seven studies conducted between 2000 and 2019 constitute the sample for this review. Studies using intelligence test scores were rare, with the results
-
Predicting and resolving non-completion in higher (online) education – A literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2020-01-28 Laurie E.C. Delnoij, Kim J.H. Dirkx, José P.W. Janssen, Rob L. Martens
Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed
-
Knowledge restructuring through case processing: The key to generalise expertise development theory across domains? Educ. Res. Rev. (IF 6.962) Pub Date : 2020-01-11 Henny P.A. Boshuizen, Hans Gruber, Josef Strasser
In many domains evidence exists that expertise development goes along with the adaptation of cognitive structures and processes. Whilst it is generally assumed that expertise and its acquisition is domain-specific, there are nevertheless similarities across domains that may evoke comparable processes and lead to similar cognitive restructuring. The “Knowledge Restructuring through Case Processing”
-
The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2019-12-20 Franziska Egert, Verena Dederer, Ruben G. Fukkink
High-quality interactions between young children and teachers in early childhood education and care (ECEC) are the cornerstone of educational quality. International findings suggest that the quality of interactions that support emotions and classroom organization is at a medium to high level, but the quality of instructional support is at a lower level. Within the “Teaching Through Interactions” framework
-
Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students Educ. Res. Rev. (IF 6.962) Pub Date : 2019-12-17 Shweta Mishra
Widening higher education participation has resulted in efforts directed towards increasing higher education access. However, inequality in higher education completion continues to exist. Social factors have been found to play an important role in academic achievement. Given the role of social factors, this article examines the academic outcomes of students from a social network, social capital, and
-
Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-12-06 Júlia Griful-Freixenet, Katrien Struyven, Wendelien Vantieghem, Esther Gheyssens
A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and DI interrelationship were identified: 1) The complementary
-
Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-11-26 Fabian Müller, Albert Denk, Emily Lubaway, Christine Sälzer, Ana Kozina, Tina Vršnik Perše, Maria Rasmusson, Ivana Jugović, Birgitte Lund Nielsen, Mojca Rozman, Aleš Ojsteršek, Svetlana Jurko
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an
-
Socio-economic status and academic performance in higher education: A systematic review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-11-23 Carlos Felipe Rodríguez-Hernández, Eduardo Cascallar, Eva Kyndt
Previous educational research has extensively investigated the relationship between socio-economic status (SES) and academic performance. In higher education, however, this relationship still deserves a comprehensive examination given both practical and conceptual reasons. To attend to this need, a mixed-methods systematic literature review of 42 studies has been carried out. In the first part, a summative
-
Interventions for academically underachieving students: A systematic review and meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2019-11-08 Kate E. Snyder, Carlton J. Fong, Jackson Kai Painter, Caroline M. Pittard, Sebastian M. Barr, Erika A. Patall
Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the
-
Supporting learning from text: A meta-analysis on the timing and content of effective feedback Educ. Res. Rev. (IF 6.962) Pub Date : 2019-11-04 Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema - de Jong
The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35)
-
Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders’ experiences Educ. Res. Rev. (IF 6.962) Pub Date : 2019-10-28 Sohil Alqazlan, Barah Alallawi, Vasiliki Totsika
Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic
-
Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials Educ. Res. Rev. (IF 6.962) Pub Date : 2019-10-07 Andreas Gegenfurtner, Christian Ebner
Digital learning environments are increasingly popular in higher education and professional training. Teaching and learning via webinars, and web conferencing more broadly, represents one widely used approach. Webinars are defined as web-based seminars, in which participants and facilitators communicate live over the Internet across distant geographical locations using shared virtual platforms and
-
Conceptual difficulties when interpreting histograms: A review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-09-18 Lonneke Boels, Arthur Bakker, Wim Van Dooren, Paul Drijvers
Histograms are widely used and appear easy to understand. Research nevertheless indicates that students, teachers and researchers often misinterpret these graphical representations. Hence, the research question addressed in this paper is: What are the conceptual difficulties that become manifest in the common misinterpretations people have when constructing or interpreting histograms? To identify these
-
The impact of shared book reading on children's language skills: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2019-09-17 Claire Noble, Giovanni Sala, Michelle Peter, Jamie Lingwood, Caroline Rowland, Fernand Gobet, Julian Pine
Shared book reading is thought to have a positive impact on young children's language development, with shared reading interventions often run in an attempt to boost children's language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of
-
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis Educ. Res. Rev. (IF 6.962) Pub Date : 2019-09-16 Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Suzanne Jak, Liesbeth Kester
It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief
-
What types of cultural capital benefit students’ academic achievement at different educational stages? Interrogating the meta-analytic evidence Educ. Res. Rev. (IF 6.962) Pub Date : 2019-09-11 Cheng Yong Tan, Baiwen Peng, Meiyan Lyu
The present study challenges the assumption that cultural capital benefits students' academic achievement regardless of their educational stages. Meta-analytic results from 105 studies published 2000–2017 indicated that nine cultural capital variables (e.g., home educational resources, maternal and paternal education, parental expectations, cultural participation, home support, school participation)
-
The relations between acculturation and creativity and innovation in higher education: A systematic literature review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-07-30 Rukhsar Sharif
This systematic literature review focuses on research findings from 20 peer-reviewed studies on the relations between the constructs of acculturation and creativity as well as acculturation and innovation in higher education. The overall research findings suggested a primarily causal relation between acculturation and creativity through statistical modeling. However, acculturation was also found to
-
Student teachers’ professional identity: A review of research contributions Educ. Res. Rev. (IF 6.962) Pub Date : 2019-07-26 Filomena Rodrigues, Maria João Mogarro
Twenty-two empirical studies on student teachers' professional identity were selected for this review. In this paper we present important implications for current and future research on student teachers' professional identity by focusing on the discussion of key-issues associated with it. We also discuss the studies’ contributions and implications for initial teacher education and future research.
-
Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality Educ. Res. Rev. (IF 6.962) Pub Date : 2019-07-11 Roisin P. Corcoran, Joanne O'Flaherty, Chen Xie, Alan C.K. Cheung
Responsible decision-making is a sub-domain of social emotional competence and develops through the educational process of social and emotional learning (SEL). The current review examines responsible decision-making and explores, specifically, the relationship between moral reasoning (MR) and academic achievement (N = 6,992, 18), MR and religiosity (N = 3,441, 15), MR and political orientation (N = 12
-
Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005–2014 Educ. Res. Rev. (IF 6.962) Pub Date : 2019-06-14 Heisawn Jeong, Cindy E. Hmelo-Silver, Kihyun Jo
The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The
-
The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review Educ. Res. Rev. (IF 6.962) Pub Date : 2019-06-12 Hongbiao Yin, Shenghua Huang, Gaowei Chen
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other
Contents have been reproduced by permission of the publishers.