Educational Research Review最新文献_第10页

A research synthesis of the impacts of successful educational actions on student outcomes 成功的教育行动对学生成绩影响的综合研究

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100482

Teresa Morlà-Folch , Ana Inés Renta Davids , Maria Padrós Cuxart , Rosa Valls-Carol

{"title":"A research synthesis of the impacts of successful educational actions on student outcomes","authors":"Teresa Morlà-Folch , Ana Inés Renta Davids , Maria Padrós Cuxart , Rosa Valls-Carol","doi":"10.1016/j.edurev.2022.100482","DOIUrl":"10.1016/j.edurev.2022.100482","url":null,"abstract":"<div><p>Successful Educational Actions (SEAs) are school-based initiatives oriented to provide high-quality education for all students. Identified by the INCLUD-ED research project, SEAs have been implemented in schools in different countries and researchers have studied their implementation and the impacts achieved. We undertook a review and synthesis of research findings on the implementation of SEAs with three aims. First, identify different types of impacts on students (3–12 years), second, offer a unified and comprehensive framework, and thirdly, provide suggestions for further research. We identified 63 studies that met our inclusion criteria and were coded descriptively. The findings documented in our reviewed studies accounted for impacts on the <em>individual level</em>, comprising (1) students’ instrumental learning and 2) self-esteem and motivation; on the <em>group level</em>, involving (3) enhancement of interpersonal relationships and (4) cohesion and conflict reduction; and on the <em>community level,</em> comprising (5) family involvement and change towards school and (6) absenteeism reduction. The synthesis concludes with a discussion of the implications of those findings and further research suggestions.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X22000513/pdfft?md5=9d87d3689e51ff3e1ccb83ae03f73223&pid=1-s2.0-S1747938X22000513-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167423","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: 3

Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years 激发和回应幼儿谈话:教育工作者促进与2-5岁儿童进行丰富对话的互动策略的系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100473

Sandy Houen , Karen Thorpe , Danielle van Os , Emily Westwood , Danielle Toon , Sally Staton

引用次数: 1

A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students’ empathy 服务学习对大学生共情影响的系统元分析与元综合

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100490

Chloe S. Gordon , M.A. Pink , H. Rosing , S. Mizzi

{"title":"A systematic meta-analysis and meta-synthesis of the impact of service-learning programs on university students’ empathy","authors":"Chloe S. Gordon , M.A. Pink , H. Rosing , S. Mizzi","doi":"10.1016/j.edurev.2022.100490","DOIUrl":"10.1016/j.edurev.2022.100490","url":null,"abstract":"<div><p><span><span>Higher education institutions seek not only to prepare students for their chosen profession, but also to develop graduates that are civic minded and make a positive social impact. The purpose of this paper is to review the literature on whether participation in service-learning leads to students reporting increased empathy. The study also examines the features within a service-learning placement that contribute to development of empathy. The review followed the 2020 Preferred Reporting Items for </span>Systematic Review and Meta-Analysis (PRISMA) statement. The authors searched Scopus, ERIC (EBSCOhost), PsycInfo, CINAHL, Web of Science, Medline Complete, Google Scholar and specific service-learning journals not indexed in major databases for studies published before Nov 23, 2020 that met the Bringle and Hatcher (1995) definition of service-learning and measured change in, or development of, empathy. Of 662 records identified, 35 met the inclusion criteria and were included in the review. Overall, across the 14 studies included in the meta-analysis, there was a significant small effect for increase in empathy for those who participated in service-learning compared to those who did not (</span><em>g</em> = 0.261) and from pre to post service-learning (<em>g</em><span> = 0.176). Across the 21 qualitative studies, the main feature which appeared to contribute to the development of students’ empathy was direct interactions with the community. This paper provides insight into the efficacy of service-learning as a pedagogy and contributes to our understanding of the educational value of service-learning for universities. We conclude with avenues for future research and implications for practice.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167224","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: 2

Meta-analysis of movement-based interventions to aid academic and behavioral outcomes: A taxonomy of relevance and integration 以运动为基础的干预以帮助学术和行为结果的荟萃分析:相关性和整合的分类

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100478

Myrto F. Mavilidi , Caterina Pesce , Valentin Benzing , Mirko Schmidt , Fred Paas , Anthony D. Okely , Spyridoula Vazou

{"title":"Meta-analysis of movement-based interventions to aid academic and behavioral outcomes: A taxonomy of relevance and integration","authors":"Myrto F. Mavilidi , Caterina Pesce , Valentin Benzing , Mirko Schmidt , Fred Paas , Anthony D. Okely , Spyridoula Vazou","doi":"10.1016/j.edurev.2022.100478","DOIUrl":"10.1016/j.edurev.2022.100478","url":null,"abstract":"<div><p><span>The aim of this meta-analysis was to evaluate the effects of movement strategies during academic time, on children's and adolescents' cognitive processing, memory, behavioral control, and academic skills. We used a 2 </span><span><math><mrow><mo>×</mo></mrow></math></span><span><span> 2 design to categorize studies, based on their level of integration with (low vs. high) and relevance to the learning content (low vs high). Meta-analyses were conducted per overarching outcome constructs. Age was explored as a potential moderator. A total of 83 studies involving 25,641 participants were included. The high integration-high relevance movement strategy applied in longer-term (i.e., chronic) physical activity interventions had positive effects with the largest effect (ES = 0.94) on memory. The low integration-low relevance movement strategy had large effects on behavioral control measures for longer-term physical activity (ES = 1.42) and single (i.e., acute) bouts of physical activity; ES = 1.15). A nuanced pattern of results emerged in the other categories (high-low and low-high). A theory-based mapping of studies was used to disentangle the effects of different types of movement strategies during academic time on selective outcomes. Consistencies were identified and explained referring to </span>theories grounded<span> in educational psychology and exercise and cognition research.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167432","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: 3

Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care 电子书能培养孩子的语言能力吗?电子书干预幼儿教育与护理效果的meta分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100472

Franziska Egert , Anne-Kristin Cordes , Fabienne Hartig

{"title":"Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care","authors":"Franziska Egert , Anne-Kristin Cordes , Fabienne Hartig","doi":"10.1016/j.edurev.2022.100472","DOIUrl":"10.1016/j.edurev.2022.100472","url":null,"abstract":"<div><p><span>Language abilities in the early years are a strong predictor of children's success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education<span> and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, e-books might offer new opportunities to foster language development in ECEC. This meta-analysis investigates the effectiveness of e-book interventions in comparison to regular childcare and to shared print book reading in classrooms. The systematic search, examining studies from 2000 to 2018, was carried out by two independent reviewers. A random-effect model was used to aggregate findings. Altogether, 17 studies with 30 different e-book treatments were included. Children benefited significantly more from the e-book interventions compared to regular childcare (</span></span><em>g</em> = 0.85). Activities with e-books were also ahead of print storybook reading in ECEC (<em>g</em><span> = 0.45). The effectiveness was mainly moderated by story repetition, number of sessions, and embeddedness in the classroom. E-books were primarily researcher-developed and included congruent functions to foster language development. Implications for practice, research and app development are discussed.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81921136","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: 7

A systematic review of interventions embedded in curriculum to improve university student wellbeing 对课程干预措施的系统回顾，以提高大学生的幸福感

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100464

Rebecca Upsher , Anna Nobili , Gareth Hughes , Nicola Byrom

{"title":"A systematic review of interventions embedded in curriculum to improve university student wellbeing","authors":"Rebecca Upsher , Anna Nobili , Gareth Hughes , Nicola Byrom","doi":"10.1016/j.edurev.2022.100464","DOIUrl":"10.1016/j.edurev.2022.100464","url":null,"abstract":"<div><h3>Background</h3><p>As concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university.</p></div><div><h3>Method</h3><p>This was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies.</p></div><div><h3>Results</h3><p>Forty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated ‘poor’ in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety.</p></div><div><h3>Discussion</h3><p>There is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X22000331/pdfft?md5=dc3f3f401a4d1335f83d9fe1e5df461f&pid=1-s2.0-S1747938X22000331-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77149287","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: 14

Literature review – Parent involvement and mathematic outcome 文献综述-家长参与与数学结果

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100458

Arve Fiskerstrand

{"title":"Literature review – Parent involvement and mathematic outcome","authors":"Arve Fiskerstrand","doi":"10.1016/j.edurev.2022.100458","DOIUrl":"https://doi.org/10.1016/j.edurev.2022.100458","url":null,"abstract":"<div><p>The impact of parent involvement with their children's educational outcomes can have a profound effect on learning, achievement, motivation, engagement, values, and goals. This literature review is the first to focus on parental involvement and educational outcomes in the subject of mathematics. Search engines identified 1397 articles from 2010 to 2019. In the wake of the inclusion and exclusion process, 169 articles (n-group) related to children aged from 6 to 16 years were selected for review. As a result, an extensive range of indicators associated with parent involvement was identified and linked to 37 different outcomes for children studying mathematics. Framed by a structured coding analysis, the parent involvement indicators were classified into 12 new categories and discussed in the context of established theories. Finally, the outcome indicators were coded in the following categories: Learning, Belief, Motivation, Emotion, and Behaviour. The analysis uncovered 403 indicator connections linking children's mathematic outcomes to parental involvement. A predominance of the research focused on parents' different beliefs, motivations, communication, and support. Many of the parent involvement indicators were related to the children's mathematical achievement, performance, and skills. An effects matrix revealed that a majority of indicators showed positive effects. Nevertheless, a positive generalisation about parental involvement has the potential to erroneously hide negative aspects. Further research is needed to ensure consistency and unambiguous operationalisation of parental involvement, while also covering blind spots in the research field documented in the review. Finally, this review contributes to a further discussion outside the mathematics context with respect to the parent involvement concept and the need for increased research quality and scientific rigour.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X22000276/pdfft?md5=9e905c122f54acb403e7ac45349f5a62&pid=1-s2.0-S1747938X22000276-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91715958","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: 5

Relation between examinees’ true knowledge and examination scores: systematic review and exemplary calculations on Pick-N items 考生真实知识与考试成绩的关系:Pick-N题的系统回顾与示例计算

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100483

Dennis Schmidt , Tobias Raupach , Annette Wiegand , Manfred Herrmann , Philipp Kanzow

{"title":"Relation between examinees’ true knowledge and examination scores: systematic review and exemplary calculations on Pick-N items","authors":"Dennis Schmidt , Tobias Raupach , Annette Wiegand , Manfred Herrmann , Philipp Kanzow","doi":"10.1016/j.edurev.2022.100483","DOIUrl":"10.1016/j.edurev.2022.100483","url":null,"abstract":"<div><p>This manuscript focusing on Pick-N items is the second of two manuscripts regarding scoring approaches of two specific multiple-select item types commonly used to assess knowledge in written examinations. In contrast to other multiple-select item types, the number of true answer options to be marked within each Pick-N item is disclosed to examinees. As various scoring methods for Pick-N items exist, the present study aimed to help educators make informed choices about the use of Pick-N items, the scoring method to be selected, and related aspects (i.e. defining appropriate examination pass marks). Available scoring methods for conventional multiple-select items and Pick-N items were systematically identified from the literature. Their statistical parameters were compared by assessing the metrics <em>available information included</em> and <em>expected chance scores</em> from random guessing. The study further aimed to examine the relation between examinees’ <em>true knowledge</em> and expected scoring results when using Pick-N items.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167420","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: 3

A systematic review of the role of learning analytics in enhancing feedback practices in higher education 学习分析在加强高等教育反馈实践中的作用的系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100489

Seyyed Kazem Banihashem , Omid Noroozi , Stan van Ginkel , Leah P. Macfadyen , Harm J.A. Biemans

{"title":"A systematic review of the role of learning analytics in enhancing feedback practices in higher education","authors":"Seyyed Kazem Banihashem , Omid Noroozi , Stan van Ginkel , Leah P. Macfadyen , Harm J.A. Biemans","doi":"10.1016/j.edurev.2022.100489","DOIUrl":"10.1016/j.edurev.2022.100489","url":null,"abstract":"<div><p>Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X22000586/pdfft?md5=7b80988498f028ea0cad863106e9d88e&pid=1-s2.0-S1747938X22000586-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167225","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: 27

Enhancing teacher-student relationship quality: A narrative review of school-based interventions 提高师生关系质量:校本干预的叙述性回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2022-11-01 DOI: 10.1016/j.edurev.2022.100459

Daniel V. Poling , Christopher L. Van Loan , Justin D. Garwood , Shuai Zhang , David Riddle

{"title":"Enhancing teacher-student relationship quality: A narrative review of school-based interventions","authors":"Daniel V. Poling , Christopher L. Van Loan , Justin D. Garwood , Shuai Zhang , David Riddle","doi":"10.1016/j.edurev.2022.100459","DOIUrl":"https://doi.org/10.1016/j.edurev.2022.100459","url":null,"abstract":"<div><p><span>There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and </span>integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":11.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91715957","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: 13