Review of Educational Research最新文献_第9页

Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies 注意缺陷/多动障碍心理社会治疗组间研究的综合meta分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-10-01 DOI: 10.3102/00346543211025092

G. Fabiano, Nicole K. Schatz, Ariel M. Aloe, W. Pelham, Alyssa C. Smyth, Xin Zhao, Brittany M. Merrill, Fiona L. Macphee, Marcela C Ramos, Natalie Hong, Amy R. Altszuler, L. Ward, Derek B. Rodgers, Zhijiang Liu, Rabia Karatoprak Ersen, Stefany Coxe

{"title":"Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies","authors":"G. Fabiano, Nicole K. Schatz, Ariel M. Aloe, W. Pelham, Alyssa C. Smyth, Xin Zhao, Brittany M. Merrill, Fiona L. Macphee, Marcela C Ramos, Natalie Hong, Amy R. Altszuler, L. Ward, Derek B. Rodgers, Zhijiang Liu, Rabia Karatoprak Ersen, Stefany Coxe","doi":"10.3102/00346543211025092","DOIUrl":"https://doi.org/10.3102/00346543211025092","url":null,"abstract":"Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct a comprehensive meta-analysis of psychosocial treatments for ADHD given discrepancies between meta-analyses. The present meta-analysis reports the results of between-group studies that compared a psychosocial treatment to a control condition from 1968 to 2016. In total, 226 studies were identified that met inclusion criteria. Results of the meta-analysis were organized by treatment type, rater, and domain of outcome assessed. Results indicated considerable variability across these parameters, with the strongest effects for proximal outcomes of behavioral parent training (improvements in parenting behaviors yielded a standardized mean difference of 0.70) and improvements in child behavior following implementation of behavioral school intervention (standardized mean difference of 0.66 and 0.72 for teacher ratings of ADHD symptoms and impairment, respectively). Other interventions were not extensively studied as stand-alone approaches. Results are discussed in light of current support for the use of psychosocial interventions for individuals with ADHD.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"91 1","pages":"718 - 760"},"PeriodicalIF":11.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47778187","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: 12

Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review 教师视频辅导，从设计特点到学生影响:系统的文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-09-28 DOI: 10.3102/00346543211046984

Sara van der Linden, J. van der Meij, S. McKenney

{"title":"Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review","authors":"Sara van der Linden, J. van der Meij, S. McKenney","doi":"10.3102/00346543211046984","DOIUrl":"https://doi.org/10.3102/00346543211046984","url":null,"abstract":"Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized the occurrences and co-occurrences of video coaching design features, enactment processes, teacher outcomes, and student impacts as reported in 59 empirical studies. The literature corpus contained information on design features for all studies, but the video coaching enactment processes were described in only half of the studies. Altogether, the studies showed that video coaching can support some positive teacher outcomes, such as changes in pedagogical behavior, but evidence was not consistently reported for all types of outcomes. Few studies examined impacts on learners. Taken together, this review revealed important gaps in knowledge, which highlights the importance of paying attention to unpacking teacher learning processes.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":11.2,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43275501","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: 9

Observation Studies in Special Education: A Synthesis of Validity Evidence for Observation Systems 特殊教育中的观察研究：观察系统有效性证据的综合

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-09-18 DOI: 10.3102/00346543211042419

Wendy J. Rodgers, Hannah Morris-Mathews, J. Romig, Elizabeth F. Bettini

{"title":"Observation Studies in Special Education: A Synthesis of Validity Evidence for Observation Systems","authors":"Wendy J. Rodgers, Hannah Morris-Mathews, J. Romig, Elizabeth F. Bettini","doi":"10.3102/00346543211042419","DOIUrl":"https://doi.org/10.3102/00346543211042419","url":null,"abstract":"Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities. When interpreting results of observation studies, it is important to consider the validity evidence provided by researchers and how that speaks to the intended use of those results. In this literature synthesis, we used Kane’s argument-based approach to validity to describe evidence of validity for uses of observation instruments in classroom observation research regarding teachers of students with disabilities. We identified 102 studies from 1975 to 2020 that met inclusion criteria. Results indicated many studies did not report validity evidence to support their use of the observation instruments. Over time, reporting levels for much of the evidence has remained relatively constant, but we noted a consistent decrease in number of observations conducted per teacher and a consistent and large increase in reporting of teacher participant characteristics. We provide implications of this for research and practice and suggestions for improving classroom observation research.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":" ","pages":""},"PeriodicalIF":11.2,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269521","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

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors 美国K-12城市课堂科学话语的系统回顾:考虑个人、集体和语境因素

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-09-09 DOI: 10.3102/00346543211042415

Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique A. Sealy, Lauren Cabrera, Marquita Sea

{"title":"A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors","authors":"Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique A. Sealy, Lauren Cabrera, Marquita Sea","doi":"10.3102/00346543211042415","DOIUrl":"https://doi.org/10.3102/00346543211042415","url":null,"abstract":"The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of science discourse, including interacting elements across levels as well as stable and changing patterns that influence students’ access to, and nature of, science talk in urban classrooms. Unresolved questions related to high-leverage, equitable, and sustainable discourse practices; future lines of inquiry that can benefit by drawing from diverse theoretical traditions and mixed methodological approaches; and practical implications for classroom-based strategies to support science discourse are also discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"91 1","pages":"831 - 877"},"PeriodicalIF":11.2,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47235063","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

“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts “非殖民化”课程与教学法:跨学科和全球高等教育背景下的比较回顾

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-09-09 DOI: 10.3102/00346543211042423

Riyad A. Shahjahan, Annabelle L. Estera, Kristen L. Surla, Kirsten T. Edwards

引用次数: 58

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature 学生对学校权利的认知——国际文学的系统考察

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-07-28 DOI: 10.3102/00346543211031642

Lotem Perry‐Hazan

{"title":"Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature","authors":"Lotem Perry‐Hazan","doi":"10.3102/00346543211031642","DOIUrl":"https://doi.org/10.3102/00346543211031642","url":null,"abstract":"This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in legal rules but in students’ personal insights. The findings also identify key factors affecting students’ perceptions: school context, national context, and students’ individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students’ rights consciousness. However, questions remain concerning how students’ perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"91 1","pages":"919 - 957"},"PeriodicalIF":11.2,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49579062","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: 9

Understanding Influences of Development on Black Women’s Success in U.S. Colleges: A Synthesis of Literature 理解发展对美国大学黑人女性成功的影响：文献综述

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-06-28 DOI: 10.3102/00346543211027929

C. Porter, J. Byrd

引用次数: 16

To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education 翻还是不翻?高等教育翻转学习效果的元分析

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-06-28 DOI: 10.3102/00346543211019122

C. Bredow, P. Roehling, Alexandra J. Knorp, Andrea M. Sweet

{"title":"To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education","authors":"C. Bredow, P. Roehling, Alexandra J. Knorp, Andrea M. Sweet","doi":"10.3102/00346543211019122","DOIUrl":"https://doi.org/10.3102/00346543211019122","url":null,"abstract":"Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive meta-analysis of the effects of flipped versus lecture-based learning on academic, intra-/interpersonal, and satisfaction-related outcomes in higher education. Overall, flipped classroom interventions produced positive gains across all three learning domains, and we found significant advantages of flipped over lecture-based instruction for seven out of eight outcomes (gs = 0.20–0.53). At the same time, there was substantial heterogeneity in flipped learning effects, and we identified several variables that influenced the relative efficacy of flipped versus traditional courses. Of the three types of moderators examined (contextual, design-based, and methodological), educational context (e.g., discipline, location) accounted for the most variability in flipped learning outcomes.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"91 1","pages":"878 - 918"},"PeriodicalIF":11.2,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43357817","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: 47

Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research 与少数族裔学生参与大学STEM相关的因素:一项综合研究

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-05-19 DOI: 10.3102/00346543211012751

M. Bottia, R. Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry

{"title":"Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research","authors":"M. Bottia, R. Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry","doi":"10.3102/00346543211012751","DOIUrl":"https://doi.org/10.3102/00346543211012751","url":null,"abstract":"Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students’ STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":"91 1","pages":"614 - 648"},"PeriodicalIF":11.2,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47006437","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: 12

Methodological Guidance Paper: The Craft of Conducting a Qualitative Review 方法学指导文件:进行定性审查的工艺

IF 11.2 1区教育学

Review of Educational Research Pub Date : 2021-05-18 DOI: 10.3102/00346543211012755

Suzanne M. Wilson, D. Anagnostopoulos

引用次数: 10