Educational Research Review最新文献

{"title":"The effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis","authors":"Lana S. Jago,&nbsp;Padraic Monaghan,&nbsp;Katie Alcock,&nbsp;Kate Cain","doi":"10.1016/j.edurev.2025.100680","DOIUrl":"10.1016/j.edurev.2025.100680","url":null,"abstract":"<div><div>The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100680"},"PeriodicalIF":9.6,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705808","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}

{"title":"Interdisciplinary knowledge diffusion of educational research, 2002–2021","authors":"Ying Tang ,&nbsp;Yu Liu ,&nbsp;Yixin Jin ,&nbsp;Chenwei Zhang ,&nbsp;Xiaojuan Zhang","doi":"10.1016/j.edurev.2025.100679","DOIUrl":"10.1016/j.edurev.2025.100679","url":null,"abstract":"<div><div>Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100679"},"PeriodicalIF":9.6,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143675603","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}

{"title":"Evaluating methodological quality of meta-analyses: A case study of meta-analyses on associations between parental involvement and students’ learning outcomes","authors":"Cheng Yong Tan,&nbsp;Lin Gao","doi":"10.1016/j.edurev.2025.100678","DOIUrl":"10.1016/j.edurev.2025.100678","url":null,"abstract":"<div><div>The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100678"},"PeriodicalIF":9.6,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725707","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}

{"title":"Technology-enhanced content and language integrated learning: A systematic review of empirical studies","authors":"Dongpin Hu ,&nbsp;Juanjuan Chen ,&nbsp;Yan Li ,&nbsp;Minhong Wang","doi":"10.1016/j.edurev.2025.100677","DOIUrl":"10.1016/j.edurev.2025.100677","url":null,"abstract":"<div><div>Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100677"},"PeriodicalIF":9.6,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143428003","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}

{"title":"A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments","authors":"Adurangba Victor Oje ,&nbsp;Nathaniel J. Hunsu ,&nbsp;Logan Fiorella","doi":"10.1016/j.edurev.2025.100676","DOIUrl":"10.1016/j.edurev.2025.100676","url":null,"abstract":"<div><div>As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100676"},"PeriodicalIF":9.6,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427510","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}

{"title":"Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis","authors":"Jang Ho Lee ,&nbsp;Hansol Lee ,&nbsp;Yuen Yi Lo","doi":"10.1016/j.edurev.2025.100666","DOIUrl":"10.1016/j.edurev.2025.100666","url":null,"abstract":"<div><div>This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that CLIL was significantly more effective than non-CLIL for FL learning (<em>d</em> = 0.63, SE = 0.21, <em>p</em> = .003), with particularly strong effects observed concerning improving speaking skills (<em>d</em> = 1.24, SE = 0.24, <em>p</em> &lt; .001) and smaller effects for improving other language domains (<em>d</em> = 0.48, SE = 0.18, <em>p</em> = .009). Additionally, publication year was significantly associated with the impact of CLIL on FL learning, with earlier studies reporting slightly stronger effect sizes than later ones, which demonstrated marginally weaker effects (β = −0.07, SE = 0.03, <em>p</em> = .04). In contrast, CLIL and non-CLIL approaches were comparable in terms of aiding academic content learning (<em>d</em> = −0.06, SE = 0.16, <em>p</em> = .72). Moderator analyses suggested that the observed effects of CLIL on content learning might be influenced by pre-existing differences between groups; studies with confirmed group homogeneity indicated a negative effect of CLIL on content learning (<em>d</em> = −0.22, SE = 0.13, <em>p</em> = .09), whereas studies without confirmation of group equivalence showed a positive effect (<em>d</em> = 0.31, SE = 0.22, <em>p</em> = .17).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100666"},"PeriodicalIF":9.6,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143349234","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}

{"title":"School ACTIVE, brain active: A meta-analysis and meta-regression on chronic school physical activity effects on cognitive performance in children and adolescents","authors":"Júlio B. Mello ,&nbsp;Rochelle Rocha Costa ,&nbsp;Fernando Flores da Silva ,&nbsp;Ricardo Martins ,&nbsp;Carlos Cristi-Montero","doi":"10.1016/j.edurev.2024.100658","DOIUrl":"10.1016/j.edurev.2024.100658","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the chronic physical activity at school effects on children and adolescents' cognitive performance, examining different types of intervention in the school environment.</div></div><div><h3>Design</h3><div>A systematic review with meta-analysis and meta-regression was conducted including experimental studies reporting the effects of physical activity at school on cognitive performance in children and adolescents.</div></div><div><h3>Data sources</h3><div>PubMed, Embase, Scopus, and Cochrane Library from database inception to February 30, 2023.</div></div><div><h3>Eligibility criteria for selecting studies</h3><div>Studies with: (P) healthy children and adolescents, (I) interventions with physical activity at school (sports, general physical activity, and physical exercises), (C) a control group, (O) cognitive flexibility, working memory, inhibitory control, and attention outcomes; and (S) Randomised trials of RCTs and longitudinal designs.</div></div><div><h3>Results</h3><div>Eighteen studies were included. The interventions were divided into three groups: different team games, general physical activity, and different physical exercises. Physical activity at school was associated with changes in cognitive flexibility (<em>g</em>: 0.244; 95% CI 0.116 to 0.373; p &lt; 0.001; I² = 0%); in working memory (<em>g</em>: 0.123; 95% CI 0.028 to 0.219; p = 0.012; I² = 14%); in inhibitory control (<em>g</em>: 0.122; 95% CI 0.062 to 0.182; p &lt; 0.001; I² = 3%); and in attention (<em>g</em>: 0.100; 95% CI 0.040 to 0.161; p &lt; 0.001; I² = 0%).</div></div><div><h3>Conclusion</h3><div>Our results support that interventions with chronic physical activity at school have a positive effect on cognitive flexibility, inhibitory control, working memory, and attention in children and adolescents. Subgroup analyses established that the impact on each outcome essentially depends on the type of intervention performed. Meta-regression showed that age was a valid predictor of improvements in working memory.</div></div><div><h3>Prospero registration</h3><div>CRD42021274668.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100658"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142821051","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}

{"title":"The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia","authors":"Réka Vágvölgyi ,&nbsp;Kirstin Bergström ,&nbsp;Aleksandar Bulajić ,&nbsp;Jascha Rüsseler ,&nbsp;Tânia Fernandes ,&nbsp;Michael Grosche ,&nbsp;Maria Klatte ,&nbsp;Falk Huettig ,&nbsp;Thomas Lachmann","doi":"10.1016/j.edurev.2024.100659","DOIUrl":"10.1016/j.edurev.2024.100659","url":null,"abstract":"<div><div>Dealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on <em>adults with low literacy skills</em> (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that this developmental disorder is one possible explanation for low literacy skills in adulthood. Twenty-seven studies focusing on the cognitive profile of ALLS met the three predefined criteria of reading level, age, and education. Results showed that ALLS performed worse than literate adults in various tasks at skill and information processing level, and exhibited structural and functional differences at the neurobiological level. The cognitive profile of ALLS was closer to that of primary school children than of literate adults. However, relative to children, ALLS’ literacy skills relied less on phonological and more on orthographic strategies. A narrative comparison of results with meta-analyses on developmental dyslexia showed large, though not complete, overlap in the cognitive profiles. The present results helps to better understand the literacy skills and reading-related cognitive functions of ALLS and may support the development of tailored interventions directed to the specific cognitive difficulties ALLS have.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100659"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889326","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}

{"title":"A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs","authors":"Shengnan Liu ,&nbsp;Yuning Wang ,&nbsp;Hongbiao Yin","doi":"10.1016/j.edurev.2024.100660","DOIUrl":"10.1016/j.edurev.2024.100660","url":null,"abstract":"<div><div>A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (<em>N</em> = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (<em>r</em> = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100660"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888999","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}

{"title":"Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness","authors":"Amelie Fuchs,&nbsp;Anika Radkowitsch,&nbsp;Daniel Sommerhoff","doi":"10.1016/j.edurev.2024.100648","DOIUrl":"10.1016/j.edurev.2024.100648","url":null,"abstract":"<div><div>Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is <em>learning progress monitoring</em> (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (<em>g</em> = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100648"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071517","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}