Educational Research Review最新文献

筛选

英文中文

Unveiling the competencies at the core of lifelong learning: A systematic literature review 揭示终身学习的核心能力：系统文献综述

IF 9.6 1区教育学

Educational Research Review Pub Date : 2024-11-01 DOI: 10.1016/j.edurev.2024.100646

Lynn Van den Broeck , Tinne De Laet , Rani Dujardin , Shandris Tuyaerts , Greet Langie

{"title":"Unveiling the competencies at the core of lifelong learning: A systematic literature review","authors":"Lynn Van den Broeck , Tinne De Laet , Rani Dujardin , Shandris Tuyaerts , Greet Langie","doi":"10.1016/j.edurev.2024.100646","DOIUrl":"10.1016/j.edurev.2024.100646","url":null,"abstract":"<div><div>In today's dynamic job market, lifelong learning (LLL) is essential due to technological advancements and evolving requirements. Since it is the responsibility of higher education to prepare students for LLL, it is imperative for higher education not only to acknowledge the significance of LLL but also to delve deeper into the core competencies that underpin LLL. This systematic literature review aims to construct a comprehensive LLL competency framework. The primary focus is to unveil which core competencies are vital for lifelong learners. Following prisma 2020 guidelines, a search in Scopus yielded 65 relevant paper across various disciplines. Data extraction resulted in 10 existing LLL frameworks and a total of 254 LLL competencies. Categorization and discussions led to six LLL competency categories: (1) Information Literacy, (2) Self-Regulation & Self-Direction, (3) Autonomous Motivation, (4) Learning Beliefs & Strategies, (5) Initiative & Perseverance, and (6) Adaptability & Resilience. A comparison with existing LLL frameworks highlighted gaps, since no framework covered all six categories and often only included sub aspects of a specific LLL competency category. The new comprehensive LLL framework combines insights and provides definitions for each LLL competency category. The framework provides a generic and discipline overarching view, while still providing room for domain and discipline specific adaptations if required.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"45 ","pages":"Article 100646"},"PeriodicalIF":9.6,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142643095","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

The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis 新冠肺炎对学生成绩的影响：来自最近一项荟萃分析的证据

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-05-01 DOI: 10.1016/j.edurev.2023.100530

Giorgio Di Pietro

{"title":"The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis","authors":"Giorgio Di Pietro","doi":"10.1016/j.edurev.2023.100530","DOIUrl":"10.1016/j.edurev.2023.100530","url":null,"abstract":"<div><p>This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"39 ","pages":"Article 100530"},"PeriodicalIF":11.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9617205","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: 11

Early childhood environmental education: A systematic review of the research literature 幼儿环境教育:研究文献的系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2020-11-01 DOI: 10.1016/j.edurev.2020.100353

Nicole M. Ardoin , Alison W. Bowers

{"title":"Early childhood environmental education: A systematic review of the research literature","authors":"Nicole M. Ardoin , Alison W. Bowers","doi":"10.1016/j.edurev.2020.100353","DOIUrl":"10.1016/j.edurev.2020.100353","url":null,"abstract":"<div><p>Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"31 ","pages":"Article 100353"},"PeriodicalIF":11.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.edurev.2020.100353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10811691","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: 90