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Self-regulated learning strategies in continuing education: A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-14 Yvonne M. Hemmler, Dirk Ifenthaler
Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level
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Short and long-term effects of out-of-school learning activities on student achievement: A mixed-research synthesis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-10 Sayed Masood Haidari, Fazilet Karakuş, Sedat Kanadlı
This mixed-research synthesis examined the short and long-term effects of out-of-school learning (OSL) activities on student achievement and factors affecting these practices. Initially, two meta-analytic reviews examined the short and long-term effects of OSL practices on student achievement under a random-effects model. Then, a thematic synthesis of primary qualitative studies explored the pedagogical
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The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-08 Yanan Zhang, Shenji Zhou, Xi Wu, Alan C.K. Cheung
In the era of globalization, the role of teachers is evolving to encompass global competence, prompting the need for teacher training programs dedicated to enhancing and expanding this competence. To comprehend the effect of current training initiatives on teachers’ global competence and guide future design, a research synthesis was undertaken through meta-analysis. This comprehensive meta-analysis
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Theoretical foundations and approaches in research on educational escape rooms: A systematic review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-05 Andrea Vorderobermeier, Johannes Abel, Maximilian Sailer
Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse – especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched
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New section “Discourses and Rejoinders” in the Journal Educational Research Review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-02 Hans Gruber
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A meta-analysis of the impact of COVID-19 on student achievement Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-27 Nathan Storey, Qiyang Zhang
Despite increasing evidence calculating the extent of COVID learning loss, few researchers have attempted to collect and examine the evidence through meta-analysis. To fill this gap, our meta-analysis seeks to explore the existing research regarding the effects of COVID on learning in reading and mathematics. Our findings illustrate that the learning loss was real and significant compared to previous
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Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-25 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
We recently published a paper in this journal (de Jong et al., 2023) that presented an overview of the literature on learning in science domains through direct instruction and guided inquiry-based learning. This paper was, in part, a response to Zhang et al. (2022) who argued that the evidence firmly supported the superiority of direct instruction over inquiry learning. Sweller et al. (2024) recently
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Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-25 Tomáš Lintner
Many institutions provide financial incentives for higher education students contingent on their performance, hoping to increase their motivation and achievement. The aim of this meta-analysis was to evaluate the effects of performance-based financial incentives on higher education students using causal evidence. A total of 18 randomized controlled trials involving 20,286 students were included. Performance-based
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The definition and measurement of sense of belonging in higher education: A systematic literature review with a special focus on students’ ethnicity and generation status in higher education Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-17 Aike S. Dias-Broens, Marieke Meeuwisse, Sabine E. Severiens
Sense of belonging in higher education contributes to students' wellbeing and academic attainment. However, there is ambiguity about the definition and measurement of sense of belonging in higher education, and it is unclear how these definitions and measures are used in diverse student populations in terms of ethnicity and generation status in higher education. In this systematic review we investigated
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What can Implementation Science tell us about scaling interventions in school settings? A scoping review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-16 Anthony Ryan, Elena Prieto-Rodriguez, Andrew Miller, Jennifer Gore
Educational reform through the scaling of evidence-based practices has been extremely difficult to achieve in practice. This scoping review examines the extent to which Implementation Science (IS) has been used to investigate the scaling of interventions in school settings and what has or could potentially be learnt from these investigations.
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AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-11 Fan Ouyang, Liyin Zhang
Artificial intelligence () has brought new ways for implementing learning analytics in computer-supported collaborative learning (CSCL). However, there is a lack of literature reviews that focus on AI-driven learning analytics applications and tools in CSCL contexts. To fill the gap, this systematic review provides an overview of the goals, characteristics, and effects of existing AI-driven learning
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Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-11 Etan Cohen, Nurit Novis-Deutsch, Shiri Kashi, Hanan Alexander
Interdisciplinary teaching and learning (ITL), also termed cross-curricular teaching and learning, and curricular integration, is a prevailing trend among K-12 educational practitioners and policymakers. However, with the exclusion of specific disciplinary combinations such as Science, Technology, Engineering, and Mathematics (STEM) or Content and Language Integrated Learning (CLIL), the empirical
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Does interest fit between student and study program lead to better outcomes? A meta-analysis of vocational interest congruence as predictor for academic success Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-09 Nicky de Vries, Martijn Meeter, Mariëtte Huizinga
Vocational interests are a commonly used concept to help students choose a study program in higher education. The underlying assumption is that a good choice reflects congruence of the program with a student's vocational interests. This assumption however remains controversial, given the lack of conclusive evidence due to methodological problems, mixed results, and absence of meta-analyses using multiple
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A systematic review of the role of dialogic leadership: Characterization and impacts Educ. Res. Rev. (IF 9.6) Pub Date : 2024-07-09 Shiza Khaqan, Gisela Redondo-Sama
As any model of educational leadership is expected to contribute to academic success, dialogic leadership has emerged as an essential model in this domain, providing compelling evidence of significant improvements in the academic outcomes of students, including reduced absenteeism among school children. Dialogic leadership is an emerging leadership approach that conceptualizes the role of members of
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Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies Educ. Res. Rev. (IF 9.6) Pub Date : 2024-06-11 Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Françoise de Chambrier
Although they are an important part of learning to read, listening comprehension skills are often hindered among students with intellectual disability (ID). An increasing number of studies have shown that they can be enhanced through shared text reading interventions. In the current multilevel meta-analysis, we aimed to measure the effect of shared text reading on the listening comprehension skills
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Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-06-10 Gemma Taylor, Giovanni Sala, Joanna Kolak, Peter Gerhardstein, Jamie Lingwood
Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between
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A meta-analysis of the antecedents of teacher turnover and retention Educ. Res. Rev. (IF 9.6) Pub Date : 2024-05-09 Hugh A.D. Gundlach, Gavin R. Slemp, John Hattie
High teacher turnover in schools is a problem in many countries. Many studies have investigated various antecedent effects of turnover in isolation; however, few comparative assessments of the antecedents have been conducted. A meta-analysis was conducted to ascertain the relative power of effects between various antecedents, and turnover and retention behaviors and intentions. We observed variations
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Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-04-17 Tisja Korthals Altes, Martijn Willemse, Sui Lin Goei, Melanie Ehren
Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they
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Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-03-25 Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett
This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review
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Mathematic skills in low birth weight or preterm birth: A meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-03-19 Mónica Gutiérrez-Ortega, Verónica López-Fernández, Javier Tubío, Sandra Santiago-Ramajo
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Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study Educ. Res. Rev. (IF 9.6) Pub Date : 2024-03-19 Gal Kaldes, Elizabeth L. Tighe, MaryAnn Romski, Therese D. Pigott, Christina Doan Sun
Morphemes are the smallest meaningful units 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
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The impacts of open inquiry on students’ learning in science: A systematic literature review Educ. Res. Rev. (IF 9.6) 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
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Interpersonal educational neuroscience: A scoping review of the literature Educ. Res. Rev. (IF 9.6) 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
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A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities Educ. Res. Rev. (IF 9.6) 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
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Effective master's thesis supervision – A summative framework for research and practice Educ. Res. Rev. (IF 9.6) 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
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Improving the utility of non-significant results for educational research: A review and recommendations Educ. Res. Rev. (IF 9.6) 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
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Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research Educ. Res. Rev. (IF 9.6) 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
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A systematic review of the key components of online peer feedback practices in higher education Educ. Res. Rev. (IF 9.6) 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
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Eye-tracking research on teacher professional vision: A meta-analytic review Educ. Res. Rev. (IF 9.6) 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
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Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis Educ. Res. Rev. (IF 9.6) 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
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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 9.6) 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
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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 9.6) 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
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Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) 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
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Knowledge sharing among academics in higher education: A systematic literature review and future agenda Educ. Res. Rev. (IF 9.6) 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
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Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis Educ. Res. Rev. (IF 9.6) 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
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Establishing a dynamic understanding of factors that influence university students’ leadership approaches, perceptions, and skills through a systematic literature review Educ. Res. Rev. (IF 9.6) 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
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The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) 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
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Conceptualizing mentoring in higher education: A systematic literature review Educ. Res. Rev. (IF 9.6) 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
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What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review Educ. Res. Rev. (IF 9.6) 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
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Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research Educ. Res. Rev. (IF 9.6) 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
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A meta-analysis on the effectiveness of functional literacy interventions for adults Educ. Res. Rev. (IF 9.6) 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
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Prerequisites for teachers’ technology use in formative assessment practices: A systematic review Educ. Res. Rev. (IF 9.6) 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
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The instructor presence effect and its moderators in instructional video: A series of meta-analyses Educ. Res. Rev. (IF 9.6) 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
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Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies Educ. Res. Rev. (IF 9.6) 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
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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 9.6) 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
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Students’ feedback seeking behaviour in undegraduate education: A scoping review Educ. Res. Rev. (IF 9.6) 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
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A systematic review of mindset interventions in mathematics classrooms: What works and what does not? Educ. Res. Rev. (IF 9.6) 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
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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 9.6) 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
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What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis Educ. Res. Rev. (IF 9.6) 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
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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 9.6) 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
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Social networks in the transition from higher education to work: A systematic review Educ. Res. Rev. (IF 9.6) 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
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Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review Educ. Res. Rev. (IF 9.6) 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
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Research engagement in the Progress in International Reading Literacy Study: A systematic review Educ. Res. Rev. (IF 9.6) 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
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A systematic literature review of teacher scaffolding in game-based learning in primary education Educ. Res. Rev. (IF 9.6) 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
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The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) 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
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Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis Educ. Res. Rev. (IF 9.6) 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