Review of Educational Research最新文献_第7页

A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties 小学数学困难学生数学单词问题解决干预的Meta分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-02-04 DOI: 10.3102/00346543211070049

Jonté A. Myers, Bradley Witzel, S. R. Powell, Hongli Li, T. Pigott, Y. Xin, Elizabeth M. Hughes

{"title":"A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties","authors":"Jonté A. Myers, Bradley Witzel, S. R. Powell, Hongli Li, T. Pigott, Y. Xin, Elizabeth M. Hughes","doi":"10.3102/00346543211070049","DOIUrl":"https://doi.org/10.3102/00346543211070049","url":null,"abstract":"Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"695 - 742"},"PeriodicalIF":11.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43364940","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

Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children 形态学——通往高级语言的大门:语言少数民族儿童形态学知识的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-02-04 DOI: 10.3102/00346543211073186

S. Bratlie, Ellen Irén Brinchmann, M. Melby-Lervåg, J. V. K. Torkildsen

{"title":"Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children","authors":"S. Bratlie, Ellen Irén Brinchmann, M. Melby-Lervåg, J. V. K. Torkildsen","doi":"10.3102/00346543211073186","DOIUrl":"https://doi.org/10.3102/00346543211073186","url":null,"abstract":"Knowledge about the smallest meaningful units of language, morphemes, is crucial for vocabulary and reading comprehension. This meta-analysis of 43 studies examined differences in morphological knowledge in the societal language between language-minority and language-majority children. There was a moderate to large mean group difference in morphological knowledge in favor of the language-majority children. Studies that examined inflectional knowledge (walk–walked, rose–roses) reported larger differences than studies that examined knowledge of derivations (coexist, serious) and compounds (bluebird, highlight). Studies that used oral tests and tests of expressive language reported larger differences than studies that used written tests and tests of receptive language. These findings show that morphology is an area of weakness in language-minority children. Paired with the evidence that morphological instruction improves general language ability and reading comprehension, the results suggest that morphology could be an essential component in language interventions for language-minority children.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"614 - 650"},"PeriodicalIF":11.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45222245","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

Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. 学生学习动机的途径：自主动机和受控动机的前因元分析》。

IF 8.3 1区教育学

Review of Educational Research Pub Date : 2022-02-01 Epub Date: 2021-09-11 DOI: 10.3102/00346543211042426

Julien S Bureau, Joshua L Howard, Jane X Y Chong, Frédéric Guay

{"title":"Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations.","authors":"Julien S Bureau, Joshua L Howard, Jane X Y Chong, Frédéric Guay","doi":"10.3102/00346543211042426","DOIUrl":"10.3102/00346543211042426","url":null,"abstract":"<p><p>Students' self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.</p>","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"46-72"},"PeriodicalIF":8.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8935530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40324915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equity and Social Justice in Research Practice Partnerships in the United States 美国研究实践伙伴关系中的公平与社会正义

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-01-27 DOI: 10.3102/00346543211070048

Amy Vetter, B. Faircloth, K. Hewitt, Laura M. Gonzalez, Ye He, Marcia L. Rock

{"title":"Equity and Social Justice in Research Practice Partnerships in the United States","authors":"Amy Vetter, B. Faircloth, K. Hewitt, Laura M. Gonzalez, Ye He, Marcia L. Rock","doi":"10.3102/00346543211070048","DOIUrl":"https://doi.org/10.3102/00346543211070048","url":null,"abstract":"Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships’ existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"829 - 866"},"PeriodicalIF":11.2,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42145857","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: 10

A Systematic Review of Early Childhood Exclusionary Discipline 儿童早期排斥学科的系统回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-01-26 DOI: 10.3102/00346543211070047

Katherine M. Zinsser, H. C. Silver, Elyse R. Shenberger, Velisha M. Jackson

引用次数: 12

A Call for Critical Bifocality: Research on Marginalization in Mathematics Education 对批判性双重性的呼唤:数学教育的边缘化研究

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-01-17 DOI: 10.3102/00346543211070050

Grace A. Chen, I. Horn

引用次数: 5

Reviewer Acknowledgments 评审员确认

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2022-01-02 DOI: 10.3102/00346543221137330

Ehaab D. Abdou, W. Laurier, Sohyun An, Molly W. Andolina, B. Barrow, C. Busey, Kyle Chong, Lauren Colley, A. Crowe, Tadashi Dozono, Kristen Duncan, Kimberly Edmondson, Jason L. Endacott, Tommy Ender, A. Falkner, A. Halvorsen, A. Hostetler, P. Keegan, Jongsung Kim, M. Kissling, R. Knowles, Jada Kohlmeier, Daniel G. Krutka, Ji Soo Lee, John Lee, M. McCoy, A. McCully, Ellen Middaugh

{"title":"Reviewer Acknowledgments","authors":"Ehaab D. Abdou, W. Laurier, Sohyun An, Molly W. Andolina, B. Barrow, C. Busey, Kyle Chong, Lauren Colley, A. Crowe, Tadashi Dozono, Kristen Duncan, Kimberly Edmondson, Jason L. Endacott, Tommy Ender, A. Falkner, A. Halvorsen, A. Hostetler, P. Keegan, Jongsung Kim, M. Kissling, R. Knowles, Jada Kohlmeier, Daniel G. Krutka, Ji Soo Lee, John Lee, M. McCoy, A. McCully, Ellen Middaugh","doi":"10.3102/00346543221137330","DOIUrl":"https://doi.org/10.3102/00346543221137330","url":null,"abstract":"Rachel Abbott (4) Laura Adamovicz (3) Amer Alic (3) Laurie Baeten (4) Ana Balseiro (4) Puja Basu (3) Kimberlee Beckmen (5) Lineke Begeman (3) Larua Benitez (3) Rob Bildfell (5) Patrick Blackall (4) Trent Bollinger (4) Jesse Boulerice (3) Justin Brown (7) Davis Carter (3) Christopher Cleveland (5) Walt Cook (4) Galaxia Cortes-Hinojosa (4) Katrina Couniha (3) Charles Cummings (3) Kiril Dimitrov (3) Andrew Di Salvo (3) Mark Drew (5) Jitender Dubey (6) Amanda Duffus (4) Barbara Ellis (4) Marı́a Forzán (3) Karen Fox (6) Mariana Furtado (3) Livio Galosi (3) Joseph Gaydos (5) Paul Gibbons (3) Amy Gilbert (6) Nicole Gottdenker (4) Rebecca Hardman (4) Scott Henke (3) Karsten Hueffer (4) Marja Isomursu (3) Anne Justice-Allen (6) Michael Keel (7) Ivan Kuzmin (3) Terry Kreeger (3) Julia Lankton (6) Jeffrey Lorch (4) Brittany McHale (3) Michael Miller (3) Rafael Molina-Lopez (4) Jennifer Mullinax (3) Nicole Nemeth (4) Kevin Niedringhaus (6) Jennifer Niemuth (4) Pauline Nol (4) Daniel O’Brien (4) Robert Ossiboff (3) Andrew Peters (4) Timothy Portas (4) Margo Pybus (3) Tatjana Pustahija (3) Shane Raidal (6) Tonie Rocke (5) Eduard Roos (4) Annette Roug (7) Mauricio Seguel (4) Richard Sim (3) Julia Speten (3) Brian Stacy (6) Chloe Steventon (3) Maggie Watson (3) Margaret Wild (4) Lisa Wolfe (6) Grzegorz Woźniakowski (3) Scott Wright (3) Carlos Sacristan Yague (4) * We apologize for misspellings of names and to anyone whose name may have been omitted.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"1041 - 1050"},"PeriodicalIF":11.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47009536","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

Listening Ears or Reading Eyes: A Meta-Analysis of Reading and Listening Comprehension Comparisons 听的耳朵还是阅读的眼睛:阅读和听力比较的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-12-29 DOI: 10.3102/00346543211060871

Virginia Clinton-Lisell

{"title":"Listening Ears or Reading Eyes: A Meta-Analysis of Reading and Listening Comprehension Comparisons","authors":"Virginia Clinton-Lisell","doi":"10.3102/00346543211060871","DOIUrl":"https://doi.org/10.3102/00346543211060871","url":null,"abstract":"In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than experimenter-paced (g = −0.32, p = .16). Reading also had a benefit when inferential and general comprehension rather than literal comprehension was assessed (g = 0.36, p = .02; g = .15, p = .05; g = −0.01, p = .93, respectively). There was some indication that reading and listening were more similar in languages with transparent orthographies than opaque orthographies (g = 0.001, p = .99; g = 0.10, p = .19, respectively). The findings may be used to inform theories of comprehension about modality influences in that both lower-level skill and affordances vary comparisons of reading and listening comprehension. Moreover, the findings may guide choices of modality; however, both audio and written options are needed for accessible instruction.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"92 1","pages":"543 - 582"},"PeriodicalIF":11.2,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46990000","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

Critiquing Empire Through Desirability: A Review of 40 Years of Filipinx Americans in Education Research, 1980 to 2020 通过可取性批判帝国:1980年至2020年菲律宾裔美国人教育研究40年回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-12-29 DOI: 10.3102/00346543211060876

Dina C. Maramba, Edward R. Curammeng, Xavier J. Hernandez

引用次数: 3

A Theoretical Framework for Studying Teachers’ Curriculum Supplementation 研究教师课程补充的理论框架

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-12-28 DOI: 10.3102/00346543211063930

Dan Silver

引用次数: 8