Educational Research Review最新文献

{"title":"Interpersonal educational neuroscience: A scoping review of the literature","authors":"Yimeng Zhang ,&nbsp;Yinying Hu ,&nbsp;Fanshu Ma ,&nbsp;Haichan Cui ,&nbsp;Xiaojun Cheng ,&nbsp;Yafeng Pan","doi":"10.1016/j.edurev.2024.100593","DOIUrl":"10.1016/j.edurev.2024.100593","url":null,"abstract":"<div><p><span>Education neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area of </span><em>interpersonal educational neuroscience</em><span>, which shifts the focus from single learners to learning interactions between individuals, is (and could be) contributing to a refined account for learning in social settings. We conducted a literature review of interpersonal neuroscience in relation to learning and instruction, through databases including Pubmed, Scopus, and Google Scholar. We found that interpersonal brain synchronization (IBS), within a widespread fronto-temporo-parietal network, between teachers and students and among students, can predict learning performance and is biased by characteristics of teaching. The functional implications of IBS, its challenges, and future opportunities for its applications to pedagogical practices are discussed.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100593"},"PeriodicalIF":11.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139573854","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":"Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”","authors":"John Sweller ,&nbsp;Lin Zhang ,&nbsp;Greg Ashman ,&nbsp;William Cobern ,&nbsp;Paul A. Kirschner","doi":"10.1016/j.edurev.2023.100584","DOIUrl":"10.1016/j.edurev.2023.100584","url":null,"abstract":"<div><p>De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry learning and explicit instruction is needed. The present article rebuts De Jong et al. (2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry learning should be combined, we offer our suggestions based on evolutionary psychology and the expertise reversal effect from cognitive load theory.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100584"},"PeriodicalIF":11.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000775/pdfft?md5=c58809fd5ab1ab4dac376031279ab6f8&pid=1-s2.0-S1747938X23000775-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138679119","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":"Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research","authors":"Huanyou Chai ,&nbsp;Tianhui Hu ,&nbsp;Li Wu","doi":"10.1016/j.edurev.2023.100591","DOIUrl":"10.1016/j.edurev.2023.100591","url":null,"abstract":"<div><p>Given the widespread concern on collaborative problem solving (CPS) skills, there has been an increasing interest in the last few years to explore how to assess them with digital technologies. This study systematically reviewed how CPS skills have been assessed with digital technologies in the literature. A total of 40 articles were reviewed to analyze specific computer-based assessment instruments of CPS skills from four perspectives: research context, theoretical model for assessment, assessment type, and reliability and validity evidence. The results indicate that most tests target a sample of less than 500 junior students. Nine theoretical models are employed for assessing CPS skills, most of which treat these skills as an explicit combination of social and cognitive skills and are applied to a limited range of participants' age levels, collaboration features, and team compositions. A total of 22 tests have been employed and fallen into four types, i.e., the ones with specific predefined messages in human-agent mode, and those with online chat box, videoconferencing, and face-to-face collaboration in human-human mode. Each type of these tests demonstrates great diversities in participants’ age levels, types of CPS task(s), team compositions, types of assessment data, and methods of data recording and scoring. A certain number of tests lack reliability and validity evidence. Our findings are expected to benefit relevant researchers and test developers in terms of providing suggestions for future research which include testing the applicability of theoretical models for assessing CPS skills across a wide range of assessment contexts. In addition, future researchers should improve the development, data processing, and report of those four types of computer-based assessment instruments of CPS skills through different approaches, respectively.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"43 ","pages":"Article 100591"},"PeriodicalIF":11.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061362","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":"Effective master's thesis supervision – A summative framework for research and practice","authors":"Therese Grohnert ,&nbsp;Lena Gromotka ,&nbsp;Inken Gast ,&nbsp;Laurie Delnoij ,&nbsp;Simon Beausaert","doi":"10.1016/j.edurev.2023.100589","DOIUrl":"10.1016/j.edurev.2023.100589","url":null,"abstract":"<div><p>Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100589"},"PeriodicalIF":11.7,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000829/pdfft?md5=5f7915e11414fafc950649e7cb83f463&pid=1-s2.0-S1747938X23000829-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139041673","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":"Improving the utility of non-significant results for educational research: A review and recommendations","authors":"Peter A. Edelsbrunner ,&nbsp;Christian M. Thurn","doi":"10.1016/j.edurev.2023.100590","DOIUrl":"10.1016/j.edurev.2023.100590","url":null,"abstract":"<div><p>When used appropriately, non-significant <em>p</em>-values have the potential to further our understanding of what does not work in education, and why. When misinterpreted, they can trigger misguided conclusions, for example about the absence of an effect of an educational intervention, or about a difference in the efficacy of different interventions. We examined the frequency of non-significant <em>p</em>-values in recent volumes of peer-reviewed educational research journals. We also examined how frequently researchers misinterpret non-significance to imply the absence of an effect, or a difference to another significant effect. Within a random sample of 50 peer-reviewed articles, we found that of 528 statistically tested hypotheses, 253 (48%) were non-significant. Of these, 142 (56%) were erroneously interpreted to indicate the absence of an effect, and 59 (23%) to indicate a difference to another significant effect. For 97 (38%) of non-significant results, such misinterpretations were linked to potentially misguided implications for educational theory, practice, or policy. We outline valid ways for dealing with non-significant <em>p</em>-values to improve their utility for education, discussing potential reasons for these misinterpretations and implications for research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100590"},"PeriodicalIF":11.7,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000830/pdfft?md5=063747efd81d8e3476507e46e203cf79&pid=1-s2.0-S1747938X23000830-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139041670","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 systematic review of the key components of online peer feedback practices in higher education","authors":"Xingshi Gao ,&nbsp;Omid Noroozi ,&nbsp;Judith Gulikers ,&nbsp;Harm J.A. Biemans ,&nbsp;Seyyed Kazem Banihashem","doi":"10.1016/j.edurev.2023.100588","DOIUrl":"10.1016/j.edurev.2023.100588","url":null,"abstract":"<div><p>There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100588"},"PeriodicalIF":11.7,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000817/pdfft?md5=b301ccefb43851815cb835521cf0274b&pid=1-s2.0-S1747938X23000817-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139034821","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":"Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis","authors":"Ghaida S. Alrawashdeh ,&nbsp;Shea Fyffe ,&nbsp;Renato F.L. Azevedo ,&nbsp;Nathan M. Castillo","doi":"10.1016/j.edurev.2023.100587","DOIUrl":"10.1016/j.edurev.2023.100587","url":null,"abstract":"<div><p><span>Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences<span> to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of </span></span><em>g</em> = 0.29 was found. Implications for future policy and practice are presented.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100587"},"PeriodicalIF":11.7,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943543","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":"Eye-tracking research on teacher professional vision: A meta-analytic review","authors":"Özün Keskin ,&nbsp;Tina Seidel ,&nbsp;Kathleen Stürmer ,&nbsp;Andreas Gegenfurtner","doi":"10.1016/j.edurev.2023.100586","DOIUrl":"10.1016/j.edurev.2023.100586","url":null,"abstract":"<div><p>An increasing number of research groups worldwide use eye tracking to study the professional vision and visual expertise of pre-service and in-service teachers. These studies offer evidence about how teachers process complex visual information in classrooms. Focusing on this growing evidence, the present meta-analytic review (<em>k</em><span> = 98 studies) aims to systematically aggregate and integrate past eye-tracking research on teacher professional vision and teacher noticing. Four goals are addressed. First, we review the methodological characteristics of past eye-tracking studies in terms of their sample, stimulus, and eye movement characteristics. The results show that most studies use mobile eye-tracking devices in action or remote eye trackers with classroom videos on action; less frequently used are photographs and virtual classroom simulations. The average sample size of the reviewed studies is 13 in-service and 13 pre-service teachers per study, indicating the benefit of meta-analytic synthesis. Second, we meta-analyze expertise-related differences between experienced and inexperienced teachers in two frequently used eye movement measures—teacher gaze proportions and the Gini coefficient as a measure of teachers’ equal gaze distribution in the classroom. Results suggest that experienced teachers had higher gaze proportions on the students in the classroom than inexperienced teachers (</span><em>g</em> = 0.926) who, in turn, gazed more often on instructional material and other objects in the classroom. Experienced teachers distributed their gaze more evenly than inexperienced teachers between students in the classroom (<em>g</em><span> = 0.501). Third, we synthesize the results reported in eye-tracking research on the processes of teacher professional vision using the cognitive theory<span> of visual expertise as an organizing framework; the review also discusses boundary conditions of eye-tracking research with regard to student, teacher, and instructional characteristics. Fourth, we review studies exploring the use of gaze replays and eye movement modeling examples as an instructional tool to support reflection in teacher education and teacher professional development.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100586"},"PeriodicalIF":11.7,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943528","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":"Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education","authors":"Juuso Henrik Nieminen ,&nbsp;Anabel Moriña ,&nbsp;Gilda Biagiotti","doi":"10.1016/j.edurev.2023.100582","DOIUrl":"10.1016/j.edurev.2023.100582","url":null,"abstract":"<div><p>Assessment plays a crucial role in student learning in higher education. Until rather recently, the role of assessment in relation to inclusion has been unexplored. In this study, we conduct a research synthesis of 42 studies published between 2010 and 2022, including 868 student participants, to map the assessment experiences of students with disabilities<span> in higher education. Specifically, we conduct a meta-ethnographic review to synthesise qualitative studies<span><span> and capture the participants' lived experiences of assessment. Our analysis considers how these experiences reflect both inclusion and exclusion. We theorise these elusive terms through the ideas of access and participation. Most of the studies considered the students' imminent physical, perceptual and social access to assessment, such as in the cases of inaccessible examination halls or digital assessment systems. A smaller subset of the studies considered inclusion/exclusion as a matter of students’ social participation as fully accepted members of academia. In these studies, assessment was described as providing the students with opportunities to belong to academia, whereas experiences of exclusion portrayed assessment as a mechanism for </span>social segregation and discrimination. Overall, our review shows that assessment is a primary barrier to the inclusion of students with disabilities in higher education. We propose that the predominant discourse of inclusion in assessment needs to widen from considering immediate access to assessment into considering how assessment regulates the full participation of diverse students in higher education. We discuss the implications of inaccessible assessment for all students and suggest that, ultimately, both access and participation are matters of student identity. Our review has important practical implications for the design of inclusive assessment in the current higher education contexts in which student cohorts are becoming increasingly diverse.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100582"},"PeriodicalIF":11.7,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138571538","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":"Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis","authors":"Carola Ruiz ,&nbsp;Saskia Kohnen ,&nbsp;Alexa von Hagen ,&nbsp;Fu Yu Kwok ,&nbsp;Rebecca Bull","doi":"10.1016/j.edurev.2023.100583","DOIUrl":"10.1016/j.edurev.2023.100583","url":null,"abstract":"<div><p><span>This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. </span>Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"42 ","pages":"Article 100583"},"PeriodicalIF":11.7,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559446","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}