Review of Educational Research最新文献_第6页

The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis 困难读者阅读理解策略干预的积极因素:贝叶斯网络元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-05-20 DOI: 10.3102/00346543231171345

Peng Peng, W. Wang, Marissa J. Filderman, Wenxiu Zhang, Lifeng Lin

{"title":"The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis","authors":"Peng Peng, W. Wang, Marissa J. Filderman, Wenxiu Zhang, Lifeng Lin","doi":"10.3102/00346543231171345","DOIUrl":"https://doi.org/10.3102/00346543231171345","url":null,"abstract":"Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly researched strategies: main idea, inference, text structure, retell, prediction, self-monitoring, and graphic organizers. Results showed (1) instruction of more strategies did not necessarily have stronger effects on reading comprehension; (2) there was no single reading comprehension strategy that produced the strongest effect; (3) main idea, text structure, and retell, taught together as the primary strategies, seemed the most effective; and (4) the effects of strategies only held when background knowledge instruction was included. These findings suggest strategy instruction among students with reading difficulties follows an ingredient-interaction model—that is, no single strategy works the best. It is not “the more we teach, the better outcomes to expect.” Instead, different strategy combinations may produce different effects on reading comprehension. Main idea, text structure, and retell together may best optimize the cognitive load during reading comprehension. Background knowledge instruction should be combined with strategy instruction to facilitate knowledge retrieval as to reduce the cognitive load of using strategies.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis 基于数字游戏的学习干预对学校认知、元认知和情感动机学习结果的影响：元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-05-09 DOI: 10.3102/00346543231167795

Nathalie Barz, Manuela Benick, Laura Dörrenbächer-Ulrich, F. Perels

{"title":"The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis","authors":"Nathalie Barz, Manuela Benick, Laura Dörrenbächer-Ulrich, F. Perels","doi":"10.3102/00346543231167795","DOIUrl":"https://doi.org/10.3102/00346543231167795","url":null,"abstract":"Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = .54) and cognitive learning outcomes (g = .67). Also found were a small effect for affective-motivational learning outcomes (g = .32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46126090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Editorial Vision 2022–2025 2022年至2025年编辑愿景

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-04-21 DOI: 10.3102/00346543231170179

Mildred Boveda, K. Ford, Erica Frankenberg, Francesca López

引用次数: 0

The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis 认知需要与学业成绩关系的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-03-19 DOI: 10.3102/00346543231160474

Qing Liu, J. Nesbit

引用次数: 3

A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children 照顾者和儿童在非正式学习环境中进行数学干预的Meta分析和质量评估

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-03-19 DOI: 10.3102/00346543231156182

Gena Nelson, H. Carter, Peter Boedeker, E. Knowles, Claire Buckmiller, Jessica Eames

{"title":"A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children","authors":"Gena Nelson, H. Carter, Peter Boedeker, E. Knowles, Claire Buckmiller, Jessica Eames","doi":"10.3102/00346543231156182","DOIUrl":"https://doi.org/10.3102/00346543231156182","url":null,"abstract":"The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

How Consistent Are Meanings of “Evidence-Based”? A Comparative Review of 12 Clearinghouses that Rate the Effectiveness of Educational Programs “基于证据”的含义有多一致？12家评估教育项目有效性的信息交换所的比较研究

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-02-21 DOI: 10.3102/00346543231152262

M. Wadhwa, Jingwen Zheng, Thomas D. Cook

{"title":"How Consistent Are Meanings of “Evidence-Based”? A Comparative Review of 12 Clearinghouses that Rate the Effectiveness of Educational Programs","authors":"M. Wadhwa, Jingwen Zheng, Thomas D. Cook","doi":"10.3102/00346543231152262","DOIUrl":"https://doi.org/10.3102/00346543231152262","url":null,"abstract":"Clearinghouses set standards of scientific quality to vet existing research to determine how “evidence-based” an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently they rate the same program, and to probe why their judgments differ. All the clearinghouses value random assignment, but they differ in how they treat its implementation, how they weight quasi-experiments, and how they value ancillary causal factors like independent replication and persisting effects. A total of 1359 programs were analyzed over 10 clearinghouses; 83% of them were assessed by a single clearinghouse and, of those rated by more than one, similar ratings were achieved for only about 30% of the programs. This high level of inconsistency seems to be mostly due to clearinghouses disagreeing about whether a high program rating requires effects that are replicated and/or temporally persisting. Clearinghouses exist to identify “evidence-based” programs, but the inconsistency in their recommendations of the same program suggests that identifying “evidence-based” interventions is still more of a policy aspiration than a reliable research practice.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Marketing and School Choice: A Systematic Literature Review 市场营销与择校:系统文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-02-15 DOI: 10.3102/00346543221141658

E. Greaves, Deborah Wilson, A. Nairn

引用次数: 1

Deeper than Wordplay: A Systematic Review of Critical Quantitative Approaches in Education Research (2007–2021) 比文字游戏更深刻:教育研究中关键定量方法的系统回顾(2007-2021)

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-02-13 DOI: 10.3102/00346543221130017

Lolita A. Tabron, Amanda K. Thomas

引用次数: 1

Engaging a Kanaka ʻŌiwi Literature Review Methodology Through Research on Native Hawaiian Culture-Based Education 以夏威夷原住民文化为基础的教育研究参与Kanaka ā Ōiwi文献回顾方法

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-02-10 DOI: 10.3102/00346543221149004

Kourtney Kawano

引用次数: 1

Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education 缩小优秀差距：高等教育公平研究的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2023-02-07 DOI: 10.3102/00346543221148461

M. S. Meyer, Yuyang Shen, J. Plucker

{"title":"Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education","authors":"M. S. Meyer, Yuyang Shen, J. Plucker","doi":"10.3102/00346543221148461","DOIUrl":"https://doi.org/10.3102/00346543221148461","url":null,"abstract":"Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2