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Journal of Research on Educational Effectiveness最新文献

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Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia 基于技术辅助活动的学习方法对学习成果的影响:来自赞比亚农村社区学校的实验证据
4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-10-20 DOI: 10.1080/19345747.2023.2268072
Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui
{"title":"Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia","authors":"Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui","doi":"10.1080/19345747.2023.2268072","DOIUrl":"https://doi.org/10.1080/19345747.2023.2268072","url":null,"abstract":"We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial 三重Q干预对论点写作的影响：一项小规模随机对照试验的结果
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-08-23 DOI: 10.1080/19345747.2023.2231941
Amy C. Crosson, Richard Correnti, L. Matsumura, Margaret G. McKeown
{"title":"Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial","authors":"Amy C. Crosson, Richard Correnti, L. Matsumura, Margaret G. McKeown","doi":"10.1080/19345747.2023.2231941","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231941","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments 例题和自我解释提示对数学标准化评价的影响
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-08-15 DOI: 10.1080/19345747.2023.2243254
Kelly McGinn, Laura K. Young, Alexandra Huyghe, Julie L. Booth
{"title":"The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments","authors":"Kelly McGinn, Laura K. Young, Alexandra Huyghe, Julie L. Booth","doi":"10.1080/19345747.2023.2243254","DOIUrl":"https://doi.org/10.1080/19345747.2023.2243254","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
The Long-Term Effects of Grade Retention: Evidence on Persistence through High School and College 成绩保持的长期效应：高中和大学坚持的证据
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-08-15 DOI: 10.1080/19345747.2023.2240323
Matthew F. Larsen, J. Valant
{"title":"The Long-Term Effects of Grade Retention: Evidence on Persistence through High School and College","authors":"Matthew F. Larsen, J. Valant","doi":"10.1080/19345747.2023.2240323","DOIUrl":"https://doi.org/10.1080/19345747.2023.2240323","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44196429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment 反思性目标设定提高教师和商业教育的学习成绩:一项大规模实地实验
4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-08-15 DOI: 10.1080/19345747.2023.2231440
Izaak Dekker, Michaéla Schippers, Erik van Schooten
{"title":"Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment","authors":"Izaak Dekker, Michaéla Schippers, Erik van Schooten","doi":"10.1080/19345747.2023.2231440","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231440","url":null,"abstract":"A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
High-Stakes Testing and Educational Careers: Exploiting the Differences in Cutoffs Between Test Recommendations in The Netherlands 高风险测试与教育职业：利用荷兰测试建议之间的界限差异
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-08-15 DOI: 10.1080/19345747.2023.2242342
Madelon Jacobs, Rolf van der Velden, Lynn van Vugt
{"title":"High-Stakes Testing and Educational Careers: Exploiting the Differences in Cutoffs Between Test Recommendations in The Netherlands","authors":"Madelon Jacobs, Rolf van der Velden, Lynn van Vugt","doi":"10.1080/19345747.2023.2242342","DOIUrl":"https://doi.org/10.1080/19345747.2023.2242342","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42182695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
How Evidence Clearinghouses Can Avoid the Winner’s Curse 证据交换所如何避免赢家的诅咒
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-07-19 DOI: 10.1080/19345747.2023.2194298
J. Valentine
{"title":"How Evidence Clearinghouses Can Avoid the Winner’s Curse","authors":"J. Valentine","doi":"10.1080/19345747.2023.2194298","DOIUrl":"https://doi.org/10.1080/19345747.2023.2194298","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention 推动导师会削弱学生的支持吗?虚拟交流干预的实验证据
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-07-19 DOI: 10.1080/19345747.2023.2186291
Stacey L. Brockman
{"title":"Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention","authors":"Stacey L. Brockman","doi":"10.1080/19345747.2023.2186291","DOIUrl":"https://doi.org/10.1080/19345747.2023.2186291","url":null,"abstract":"This paper presents results from a randomized trial of a nudge intervention designed to encourage and enhance virtual student support. During the 2019-20 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed that although the informational reminders did not impact the frequency of mentors’ outreach, they reduced the rate at which students reached out and responded to their mentors. Moreover, and possibly as a consequence, mentors who received the intervention felt less connected to students and less satisfied with their mentoring relationships, and treated students gained less from the mentoring program as a whole in terms of their personal and attitudinal growth. This study’s findings add an important nuance to the evidence on how behavioral interventions in educational contexts operate. Although past studies find that reminder nudges can support individuals’ engagement in discrete tasks, this evidence suggests that prescribing relational practices may be less effective. Thus, mentor supports must be carefully designed in order to yield the intended benefits for students.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43166755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
A Chain as Strong as Its Strongest Link? Understanding the Causes and Consequences of Biases Arising from Selective Analysis and Reporting of Research Results 链条有最坚固的一环那么坚固?了解因选择性分析和报告研究结果而产生的偏差的原因和后果
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-07-18 DOI: 10.1080/19345747.2023.2219673
A. Gelman
{"title":"A Chain as Strong as Its Strongest Link? Understanding the Causes and Consequences of Biases Arising from Selective Analysis and Reporting of Research Results","authors":"A. Gelman","doi":"10.1080/19345747.2023.2219673","DOIUrl":"https://doi.org/10.1080/19345747.2023.2219673","url":null,"abstract":"This is a big problem in applied statistics in general and education policy in particular. For example, the respected economist James Heckman and his colleagues have claimed (Garcia et al., 2016) that, for a certain early childhood intervention, “The overall rate of return is 13.7% per annum, and the benefit/cost ratio is 7.3.” That quoted sentence has two serious problems related to uncertainty and selection bias. To start with, it is an elementary but important error to have written that “the overall rate of return is . . . the benefit/cost ratio is . . .”; each instance of the word “is” in that sentence should immediately have been followed by “estimated at.” The next step is to recognize that selection on statistical significance induces biases in these estimates— and, given the small samples, high variabilities, and researcher degrees of freedom in the studies where the estimates came from, the biases could be huge (Gelman, 2017a). The report with its bold claims neither acknowledged this bias nor made any attempt to assess its magnitude.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
A Strong Case for Rethinking Causal Inference 重新思考因果推理的有力论据
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-06-14 DOI: 10.1080/19345747.2023.2203683
J. Deke
{"title":"A Strong Case for Rethinking Causal Inference","authors":"J. Deke","doi":"10.1080/19345747.2023.2203683","DOIUrl":"https://doi.org/10.1080/19345747.2023.2203683","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48569888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
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