Review of Educational Research最新文献_第6页

Shared Book Reading for Spanish-Speaking Emergent Bilinguals: A Review of Experimental Studies 西班牙语新兴双语者共享图书阅读的实验研究综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-06-08 DOI: 10.3102/00346543221095112

Danielle L. Pico, C. Woods

{"title":"Shared Book Reading for Spanish-Speaking Emergent Bilinguals: A Review of Experimental Studies","authors":"Danielle L. Pico, C. Woods","doi":"10.3102/00346543221095112","DOIUrl":"https://doi.org/10.3102/00346543221095112","url":null,"abstract":"It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school settings on students’ language growth, the majority of these have either not included EBs or addressed their participants’ language learner status. In this review, we sought to identify all peer-reviewed experimental study reports examining the effects of SBR on language-related outcomes for Spanish-speaking EBs. We identified 17 relevant studies, 11 of which we determined met What Works Clearinghouse™ (WWC) quality standards with or without reservations. Of these, 10 also demonstrated statistically significant effects on at least one language-related outcome. Included studies primarily examined vocabulary outcomes, with mostly medium to large effect sizes found on researcher-designed (RD) measures. We reported on components found across different SBR interventions, and made recommendations for practice and future research.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"103 - 138"},"PeriodicalIF":11.2,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45766234","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

Initiatives to support rural access to anesthesia. 支持农村地区获得麻醉服务的倡议。

1区教育学

Review of Educational Research Pub Date : 2022-06-01 Epub Date: 2022-03-17 DOI: 10.1007/s12630-022-02242-z

Tyler J Law, John Rose, Adrian W Gelb

引用次数: 0

Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness 注意理解与元理解之间的差距:元理解准确性与干预效果的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-05-26 DOI: 10.3102/00346543221094083

Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo, D. Shanks

{"title":"Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness","authors":"Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo, D. Shanks","doi":"10.3102/00346543221094083","DOIUrl":"https://doi.org/10.3102/00346543221094083","url":null,"abstract":"Research has consistently demonstrated that learners are strikingly poor at metacognitively monitoring their learning and comprehension of texts. The aim of the present meta-analysis is to explore three important questions about metacomprehension: (a) To what extent can people accurately discriminate well-learned texts from less well learned ones? (b) What are the (meta)cognitive causes of poor metacomprehension accuracy? and (c) What interventions improve the accuracy of metacomprehension judgments? In total, the meta-analysis integrated 502 effects and data from 15,889 participants across 115 studies to assess these questions. The results showed a weighted mean correlation of .178 for nonintervention effects. Many interventions were shown to be effective, such as delayed summary writing and delayed keyword generation. In addition, combining different interventions tended to generate additive benefits. The findings support the transfer-appropriate monitoring account, the situation model framework, and the poor-comprehension theory as explanations for why metacomprehension accuracy is typically poor. Practical implications are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"143 - 194"},"PeriodicalIF":11.2,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44575123","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: 5

Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review 职前教师对霸凌的认知与态度:一项系统检视

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-05-26 DOI: 10.3102/00346543221094081

Molly Dawes, Colleen E. Gariton, Angela Starrett, Greysi Irdam, M. Irvin

{"title":"Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review","authors":"Molly Dawes, Colleen E. Gariton, Angela Starrett, Greysi Irdam, M. Irvin","doi":"10.3102/00346543221094081","DOIUrl":"https://doi.org/10.3102/00346543221094081","url":null,"abstract":"Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquiry by conducting a systematic review assessing preservice teachers’ knowledge, attitudes, sense of responsibility, and confidence to deal with bullying. A total of 42 studies met our inclusion criteria and were included in our review. Results suggest that few preservice teachers understand the hallmarks of bullying. In terms of their attitudes toward bullying, most preservice teachers report they are concerned about bullying, but some still believe it to be a normal part of growing up. Preservice teachers tended to view different forms of bullying as more serious than others, with many considering physical bullying to be the most serious form. Most preservice teachers report feeling responsible for dealing with bullying, yet many do not feel confident in their ability to do so. Implications for future research on preservice teachers, teacher preparation programs, and future efforts to reduce bullying in schools are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"93 1","pages":"195 - 235"},"PeriodicalIF":11.2,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46278900","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: 4

The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education 两个世界的最佳选择:科学教育中真实实验与虚拟实验相结合的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-04-06 DOI: 10.3102/00346543221079417

Salome Wörner, J. Kuhn, K. Scheiter

引用次数: 11

A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes 数学教育中的教育者与残疾研究——去人性化浪潮与人性化觉醒的十年

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-03-31 DOI: 10.3102/00346543221081874

Paulo Tan, A. Padilla, Rachel Lambert

{"title":"A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes","authors":"Paulo Tan, A. Padilla, Rachel Lambert","doi":"10.3102/00346543221081874","DOIUrl":"https://doi.org/10.3102/00346543221081874","url":null,"abstract":"Disabled students have historically been dehumanized in education, generally, and in research and practice related to school mathematics (K–12), particularly. Typically, they are only offered access to low-rigor school mathematics emphasizing rote procedures and narrow skills, often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled students via anti-ableist and antiracist work toward systemic transformation. The purpose of this review is to take stock of the current knowledge base of educator and disability research concerning school mathematics, recommending directions for humanizing future research and practice. Through a humanizing mathematics education lens, we analyze 61 articles involving educators, disabilities, and school mathematics published during the decade between 2007 and 2016. Results of our analysis point to not only the continued perpetuation of dehumanizing approaches and positioning but also substantial shifts toward humanization in mathematics education for disabled students. Over half of the studies reflected humanizing shifts. Yet, overwhelmingly, studies continue to avoid meaningful intersectional considerations of race and disability.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"871 - 910"},"PeriodicalIF":11.2,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035060","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: 8

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses 基于学习进展的评估：对学生和教师使用的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-03-18 DOI: 10.3102/00346543221081552

L. Harris, L. Adie, Claire Wyatt-Smith

{"title":"Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses","authors":"L. Harris, L. Adie, Claire Wyatt-Smith","doi":"10.3102/00346543221081552","DOIUrl":"https://doi.org/10.3102/00346543221081552","url":null,"abstract":"This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"996 - 1040"},"PeriodicalIF":11.2,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422123","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

Growing Up as Rents Rise: How Housing Affordability Impacts Children 随着租金上涨而成长：住房负担能力如何影响儿童

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-03-08 DOI: 10.3102/00346543221079416

J. J. Holme

{"title":"Growing Up as Rents Rise: How Housing Affordability Impacts Children","authors":"J. J. Holme","doi":"10.3102/00346543221079416","DOIUrl":"https://doi.org/10.3102/00346543221079416","url":null,"abstract":"Over the past several decades, housing costs have risen sharply, and as a result, an increasing number of families have become “housing cost burdened,” paying more than one third of their income toward rent and utilities. This integrative literature synthesis considers the known and potential impacts of families’ housing affordability problems on child development and schooling outcomes through a review of 64 studies published between 2000 and 2020. The synthesis proceeds in three sections: the first section examines research on the direct connection between affordability and child outcomes. The second section considers the empirical evidence on four pathways through which affordability problems are theorized to affect child outcomes: the residential mobility pathway (by causing residential mobility, school mobility, eviction, or homelessness), the living environment pathway (by reducing the quality of housing or living conditions), the neighborhood and school opportunity pathway (by restricting access to high-opportunity neighborhoods and schools), and the parental resources pathway (by reducing financial resources that could be invested in children and increasing parental stress). The third section of the synthesis considers affordability’s impact on children through an examination of the research literature on the impact of federal housing assistance. Future directions for policy are considered, including the expansion of housing assistance for families, and additional research is urged on the impacts of housing affordability on children by scholars within the field of education.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"953 - 995"},"PeriodicalIF":11.2,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42544515","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: 5

Improv Theater and Whiteness in Education: A Systematic Literature Review 即兴戏剧与教育中的白人:一个系统的文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-02-17 DOI: 10.3102/00346543221076885

S. Tanner, A. McCloskey

引用次数: 0

Toward a Model of Statistical Learning and Reading: Evidence From a Meta-Analysis 迈向统计学习与阅读的模式:来自元分析的证据

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-02-14 DOI: 10.3102/00346543211073188

S. K. Lee, Yanmengna Cui, Shelley Xiuli Tong

{"title":"Toward a Model of Statistical Learning and Reading: Evidence From a Meta-Analysis","authors":"S. K. Lee, Yanmengna Cui, Shelley Xiuli Tong","doi":"10.3102/00346543211073188","DOIUrl":"https://doi.org/10.3102/00346543211073188","url":null,"abstract":"A compelling demonstration of implicit learning is the human ability to unconsciously detect and internalize statistical patterns of complex environmental input. This ability, called statistical learning, has been investigated in people with dyslexia using various tasks in different orthographies. However, conclusions regarding impaired or intact statistical learning in dyslexia remain mixed. This study conducted a systematic literature search of published and unpublished studies that compared statistical learning between people with and without dyslexia using different learning paradigms in different orthographies. We identified 49 papers consisting of 59 empirical studies, representing the data from 1,259 participants with dyslexia and 1,459 typically developing controls. The results showed that, on average, individuals with dyslexia performed worse in statistical learning than age-matched controls, regardless of the learning paradigm or orthography (average weighted effect size d = 0.47, 95% confidence interval [0.36, 0.59], p < .001). Meta-regression analyses further revealed that the heterogeneity of effect sizes between studies was significantly explained by one reader characteristic (i.e., verbal IQ) but no task characteristics (i.e., task paradigm, task modality, and stimulus type). These findings suggest domain-general statistical learning weakness in dyslexia across languages, and support the need for a new theoretical model of statistical learning and reading, that is, the SLR model, which elucidates how reader and task characteristics are regulated by a multicomponent memory system when establishing statistically optimal representations for deep learning and reading.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"651 - 691"},"PeriodicalIF":11.2,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41836610","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: 11